Search results for ""queen's university""

Ireland and Its Elsewheres is the next volume in UCD Press's The Poet's Chair series, publishing the public lectures of the Ireland Professors of Poetry. The Ireland Chair of Poetry was established in 1998 following the award of the Nobel Prize of Literature to Seamus Heaney and is supported by Queen's University Belfast, Trinity College Dublin, University College Dublin, the Arts Council of Northern Ireland and the Arts Council/An Chomhairle Ealaion. Michael Longley's lectures were published in June 2015 and the next volume will contain the lectures of Paula Meehan. In this volume, the distinguished Dublin poet Harry Clifton - who has lived and worked all over the globe - focuses on locating himself and other Irish poets in relation to the literary traditions of Britain, Europe and the United States. Clifton opens by recounting his time living in London in the late eighties and early nineties. He discusses how he and a group of other poets were part of London's 'cultural clutter', and how their poetry reckoned with a time of great social and political upheaval in Britain. The second lecture focusses on Irish poetry's place in the 'eternal present' of Europe.Patrick Kavanagh and Thomas Kinsella are among the poets discussed in this illuminating comparison between neighbouring nations. Clifton closes the collection by extending his discussion on poetry to the United States - a land of exiles and immigrants. From Derek Mahon to Oscar Wilde, Clifton examines Irish poets in the New World, and describes how America has come to mean 'artistic posterity' for many of them. From one of Ireland's leading contemporary poets, this volume gives readers a rare insight into Irish poetry's place in the world.

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Examines the pivotal role of dance in the Italian operas of Handel, perhaps the greatest opera composer between Monteverdi and Mozart. George Frideric Handel set himself apart from his contemporaries by employing choreographed instrumental music to complement and reinforce the emotional impact of his operas. Of his fifty-three operas, no fewer than fourteen -- including ten written for the London stage -- feature dances. Dance in Handel's London Operas explores the relationship between music, drama, and dance in these London works, dispelling the notion that dance was a largely peripheral element in Italian-language operas prior to those of Gluck. Taking a chronological approach, Sarah McCleave examines operas written throughout various periods in Handel's life, beginning with his early London operas,including his time at the Royal Music Academy and the "Sallé" operas of the 1730s, and concluding with his unstaged dramatic opera Alceste (1750). In considering the various influences on Handel (particularly the London stage), McCleave blends analysis of information from eighteenth-century treatises with that found in more modern studies, offering an informed and imaginative understanding of the role dance played in the work of this major figure --one who remained responsive throughout his career to the vital and innovative theatrical environment in which he worked. Sarah McCleave is a lecturer at The School of Creative Arts at Queen's University Belfast.

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In May 2004, eight former Eastern Bloc countries joined the European Union: the three Baltic republics, Poland, Hungary, the Czech and Slovak republics, and Slovenia. What is involved in "accession"? How have accession dynamics affected and been affected by the domestic politics of candidate countries and their adoption of EU rules? In this carefully designed volume of original essays, the editors have brought together a group of scholars with firsthand research experience in the new member-states of Central and Eastern Europe. Framed by opening and concluding chapters by Frank Schimmelfennig and Ulrich Sedelmeier that outline several aspects of preparation for accession, the empirical case studies discuss a variety of topics, including democracy and human rights, the reform of state administrations and economic, social, and environmental policies. This book demonstrates the importance of the credibility and the costs of accession conditionality for the adoption of EU rules in Central and Eastern Europe. Contributors: Liliana B. Andonova, Colby College; Antoaneta L. Dimitrova, Leiden University; Stefan Engert, Darmstadt University of Technology; Rachel Epstein, University of Denver; Heather Grabbe, Centre for European Reform and Oxford University; Adrienne Héritier, European University Institute; Wade Jacoby, Brigham Young University; Heiko Knobel, Darmstadt University of Technology; Frank Schimmelfennig, Mannheim Center for European Social Research; Guido Schwellnus, Queen's University of Belfast; Ulrich Sedelmeier, Central European University; Beate Sissenich, Indiana University

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This core textbook is the ideal companion text for students studying the social aspects of health and illness, whether it is as part of a health studies degree, nursing or other professional qualification related to health, social care, youth and community work and social work. Written at an introductory level this book is suitable for students new to this subject and looking for a broad and accessible text for use throughout their studies. The book provides a comprehensive and contemporary exploration of a wide range of topics within the subject area of the social aspects of health, illness and healthcare. In so doing, it explores and explains the different relationships between social categories and health, different experiences of illness and the role of the healthcare provider in society. It includes self-contained chapters on: Gender Social class Ethnicity Ageing Physical ill health Mental health and illness Disability Death and dying Families, communities and healthcare Healthcare organisations and professions In addition to drawing together many different sources within this subject area, this engaging book is full of case studies, primary sources and activities for study, all of which will help you get to grips with the core concepts and themes in the study of health, illness and healthcare."This is an easy-to-read introductory text exploring the social aspects of health, illness and healthcare. In short, this is a gentle yet comprehensive introduction which will no doubt become popular with lecturers and students alike."Dr Sarah Earle, Associate Dean Research, The Open University, UK"An excellent and accessible read for students studying health related disciplines... The reader will be left feeling informed around the key issues and theories."Sabina Sattar, Senior Lecturer, University of Central Lancashire, UK"This is a well written comprehensive text and is a 'must' for students in the pursuit of understanding the social aspects of health."Peggy Murphy, Senior Lecturer (Nursing), Glyndwr University, UK"This is an excellent resource, which I would highly recommend."Siobhan McCullough, School of Nursing and Midwifery, Queen's University Belfast, UK"Written in an accessible and lively style, the book covers an impressive range of theoretical approaches and substantive material, complemented by summaries, discussion questions and learning activities, to prompt students to reflect on their reading and to engage with the text."Hannah Bradby, University of Warwick, UK"I find this to be one of the most intuitive texts I have read to date as a student."Roisin Kiernan, Student nurse, Queen's University Belfast, UK"A valuable book owing to its excellent contents, its effective layout and clear method of delivering information. It is well worth the price."British Journal of Healthcare Assistants, May 2011"I found this book to be very well thought out and well written... It gave me more insight into the academics of nursing. It’s a book that would have been very beneficial to me when I first embarked on my nursing course in understanding key concepts..."Antoinette Honegan, Student Nurse, Kingston University, UK

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Explore one of the most important challenges of childhood: learning to read. In this groundbreaking new work, Joyce Bainbridge and Sylvia Pantaleo offer sensible, successful strategies to help children become lifelong readers. At root, their philosophy is simple: offer students a wide selection of high-quality, high-interest books, and kids will want to read! While the volume concentrates on the many fine books published in Canada each year, it surveys outstanding books from around the world. Learning with Literature in the Canadian Elementary Classroom is designed to help new and experienced teachers alike to use literature in the elementary classroom. Children's literature is presented as a rich, vital component of a balanced language arts program, and the needs of Canadian students are considered within an international reading context. Based on a reader-response orientation to the study of children's literature, the book presents a theoretically sound framework for its recommendations. It offers classroom-tested ideas that teachers can start using immediately, supported by descriptions of hundreds of exciting, engaging, accessible trade books for elementary readers. Learning with Literature in the Canadian Elementary Classroom features real-life classroom situations, sidebars on 20 Canadian authors and illustrators, reflection exercises, annotated professional references, an extensive bibliography of children's literature and chapter-relevant book lists, appendices, and an index. For pre-service or in-service teachers, librarians, reading specialists, and anyone else who works with children and books, this volume will prove a valuable resource. Joyce Bainbridge is a Professor in the Faculty of Education at the University of Alberta. Sylvia Pantaleo is an Assistant Professor in the Faculty of Education at Queen's University.

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A fresh analysis of the post-colonial war in Mozambique that contributes to debates about conflict, peacebuilding, development and nationalism and offers insights into the nature of contemporary politics and the current conflict. The 1976-1992 civil war which opposed the Government of Frelimo and the Renamo guerrillas (among other actors) is a central event in the history of Mozambique. Aiming to open up a new era of studies of the war, this book re-evaluates this period from a number of different local perspectives in an attempt to better understand the history, complexity and multiple dynamics of the armed conflict. Focusing at local level on either a province or a single village, the authors analyse the conflict as a "total social phenomena" involving all elements of society and impacting on every aspect of life across the country. The chapters examine Frelimo and Renamo as well as private, popular and state militias, the Catholic Church, NGOs and traders. Drawing on previously unexamined sources such as local and provincial state archives, religious archives, the guerrilla's own documentation and interviews, the authors uncoveralternative dimensions of the civil war. The book thus enables a deeper understanding of the conflict and its actors as well as offering an explanatory framework for understanding peacemaking, the nature of contemporary politics,and the current conflict in the country. Eric Morier-Genoud is a Lecturer in African history at Queen's University Belfast; Domingos Manuel do Rosário is Lecturer in electoral sociology and electoral governance at Eduardo Mondlane University, Maputo, Mozambique; Michel Cahen is a Senior Researcher at the Centre National de la Recherche Scientifique (CNRS) at Bordeaux Political Studies Institute and at the Casa de Velázquez in Madrid.

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One Wide Expanse is the first volume in The Poet's Chair series, which will publish the public lectures of the Ireland Professors of Poetry. The Ireland Chair of Poetry was established in 1998 following the award of the Nobel Prize of Literature to Seamus Heaney and is supported by Queen's University Belfast, Trinity College Dublin, University College Dublin, the Arts Council of Northern Ireland and the Arts Council/An Chomhairle Ealaion. The next two volumes will contain the lectures of Harry Clifton and Paula Meehan. This series follows on from the publication of the lectures of John Montague, Nuala Ni Dhomhnaill and Paul Durcan in The Poet's Chair, published in 2008. In this volume, the distinguished Irish poet Michael Longley - whose poetry has transcended political and cultural boundaries throughout his career - reflects on what has influenced his craft. Longley opens with an 'autobiography in poetry' where he recounts the poets and poems that have influenced him as both a reader and writer of poetry. He discusses his intimate relationship with Derek Mahon and Seamus Heaney along with other poets from around the world.The second lecture explores how influential the classical literatures of Greece and Rome have been on English poetry, highlighting how he has used these literatures in his own work, often to portray the Troubles in his native Northern Ireland. Longley closes with a very personal discussion of the influence that the west of Ireland has had on his poetry, his life, and his 'spiritual education'. The poet's love of nature and the environment shines through and extracts from his poems portray his deep understanding of the West. This illuminating volume gives readers a rare insight into the creative process of one of Ireland's leading contemporary poets who was Ireland Professor of Poetry from 2007 to 2010.

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An examination of English verse translations of Beowulf, including Seamus Heaney's version alongside other influential renditions. A senior scholar writing here at the height of his powers and bringing experience and insight to an important topic... the second chapter is one of the best short, general introductions to the artistry of the poem I have read...A dizzying and engaging narrative. Dr Chris Jones, Senior Lecturer in English Poetry, Department of English, University of St Andrews Translations of the Old English poem Beowulf proliferate, and their number continues to grow. Focusing on the particularly rich period since 1950, this book presents a critical account of translations in English verse, setting them in the contexts both of the larger story of the recovery and reception of the poem and of perceptions of it over the past two hundred years, and of key issues in translation theory. Attention is also paid to prose translation and to the creative adaptations of the poem that have been produced in a variety of media, not least film. The author looks in particular at four translations of arguably the most literary and historical importance: those by Edwin Morgan [1952], Burton Raffel [1963], Michael Alexander [1973] and SeamusHeaney [1999]. But, from an earlier period, he also gives a full account of William Morris's strange 1898 version. Hugh Magennis is Emeritus Professor of Old English Literature at Queen's University Belfast.

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Situating the French Revolution in the context of early modern globalization for the first time, this book offers a new approach to understanding its international origins and worldwide effects. A distinguished group of contributors shows that the political culture of the Revolution emerged out of a long history of global commerce, imperial competition, and the movement of people and ideas in places as far flung as India, Egypt, Guiana, and the Caribbean. This international approach helps to explain how the Revolution fused immense idealism with territorial ambition and combined the drive for human rights with various forms of exclusion. The essays examine topics including the role of smuggling and free trade in the origins of the French Revolution, the entwined nature of feminism and abolitionism, and the influence of the French revolutionary wars on the shape of American empire.The French Revolution in Global Perspective illuminates the dense connections among the cultural, social, and economic aspects of the French Revolution, revealing how new political forms—at once democratic and imperial, anticolonial and centralizing—were generated in and through continual transnational exchanges and dialogues.Contributors: Rafe Blaufarb, Florida State University; Ian Coller, La Trobe University; Denise Z. Davidson, Georgia State University; Suzanne Desan, University of Wisconsin–Madison; Lynn Hunt, University of California, Los Angeles; Andrew Jainchill, Queen's University; Michael Kwass, The Johns Hopkins University; William Max Nelson, University of Toronto; Pierre Serna, Université Paris I Panthéon-Sorbonne; Miranda Spieler, University of Arizona; Charles Walton, Yale University

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Under what conditions do political institutions develop that are capable of promoting economic and social elites' accommodation to democracy? The importance of this question for research on regime change and democracy in Latin America lies in two established political facts: alliances between upper-class groups and the armed forces have historically been a major cause of military intervention in the region, and countries with electorally viable national conservative parties have experienced significantly longer periods of democratic governance since the 1920s and 1930s than have countries with weak conservative parties. The contributors to this book examine the relationship between the Right and democracy in Argentina, Brazil, Chile, Colombia, El Salvador, Peru, and Venezuela during the 1980s and 1990s. The authors focus particularly on the challenges that democratization may pose to upper-class groups; the political role of conservative parties and their electoral performance during these two crucial decades; and the relationships among conservative party strength or weakness, different modes of elite interest representation, and economic and social elites' support for political democracy. The volume includes a statistical appendix with data on conservative parties' electoral performance in national elections during the 1980s and 1990s in these seven countries. Contributors: Atilio A. Boron, Universidad de Buenos Aires * Catherine M. Conaghan, Queen's University * Michael Coppedge, University of Notre Dame * John C. Dugas, Kalamazoo College * Manuel Antonio Garreton, Universidad de Chile * Scott Mainwaring, University of Notre Dame * Rachel Meneguello, Universidade de Campinas * Kevin J. Middlebrook, University of California, San Diego * Timothy J. Power, Florida International University * Elisabeth J. Wood, New York University.

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Straight from the frontier of scientific investigation . . . PROGRESS in Inorganic Chemistry Nowhere is creative scientific talent busier than in the world of inorganic chemistry. And the respected Progress in Inorganic Chemistry series has long served as an exciting showcase for new research in this area. With contributions from internationally renowned chemists, this latest volume reports the most recent advances in the field, providing a fascinating window on the emerging state of the science. "This series is distinguished not only by its scope and breadth, but also by the depth and quality of the reviews." --Journal of the American Chemical Society. "[This series] has won a deservedly honored place on the bookshelf of the chemist attempting to keep afloat in the torrent of original papers on inorganic chemistry." --Chemistry in Britain. CONTENTS OF VOLUME 47 Terminal Chalcogenido Complexes of the Transition Metals (Gerard Parkin, Columbia University) * Coordination Chemistry of Azacryptands (Jane Nelson, Vickie McKee, and Grace Morgan, The Queen's University, Northern Ireland) * Polyoxometallate Complexes in Organic Oxidation Chemistry (Ronny Neumann, Hebrew University of Jerusalem, Israel) * Metal-Phosphonate Chemistry (Abraham Clearfield, Texas A&M University) * Oxidation of Hydrazine in Aqueous Solution (David M. Stanbury, Auburn University) * Metal Ion Reconstituted Hybrid Hemoglobins (B. Venkatesh, J. M. Rifkind, and P. T. Manoharan, Sophisticated Instrumentation Centre, IIT, Madras, India) * Three-Coordinate Complexes of "Hard" Ligands: Advances in Synthesis, Structure, and Reactivity (Christopher C. Cummins, Massachusetts Institute of Technology) * Metal-Carbohydrate Complexes in Solution (Jean-Francois Verchere and Stella Chapelle, Universite de Rouen, France; Feibo Xin and Debbie C. Crans, Colorado State University).

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Cognitive Behavioural Treatment of Sexual Offenders William L. Marshall, Dana Anderson and Yolanda Fernandez Queen's University, Ontario, Canada, and Bath Institution Sexual Offender's Program, Ontario, Canada Sexual offending is an extensive problem in our societies causing untold harm to many innocent victims. Sexual offenders typically have a personal history of abuse of various kinds and it seems that most of them would prefer to live offence-free lives. It takes courage for these offenders to face their own problems and to deal with the consequences of their actions on their victims, the victim's families, and their own families and friends. This book describes a treatment program which presses these offenders into facing the facts and taking responsibility for their actions, in a firm and supportive manner. The book's aim is to present what is currently known about the treatment of sexual offenders from both a practical and an empirical perspective. The authors describe the features that are assumed to need change and appraise the evidence in support of these assumptions. The authors present an approach to treatment which is unique and the evidence for effective treatment outcome, generally from Correctional Services of Canada programs, is among the most convincing available. Each treatment component is described and the available evidence is outlined to support the value of each component. Finally the authors consider overall evaluations of treatment outcome. All professionals involved in the treatment of sexual offenders will find this book essential for its * comprehensive review of the development and implementation of sexual offender treatment * evidence-based approach to selecting clients for treatment and to selection of treatment components * practical, detailed and research-based guidance on conducting and monitoring treatment * unique approach to treatment supported by good outcome evidence This book is published in the Wiley Series in Forensic Clinical Psychology Series Editors: Clive R. Hollin and Mary McMurran, both of the Centre for Applied Psychology, The University of Leicester, UK

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Kevin Boyle (1943–2010) was one of the world’s great human rights lawyers. In a career that lasted decades and spanned continents, he tackled issues ranging from freedom of the press to terrorism to minority rights. This compelling account of Kevin Boyle’s life and work is a remarkable tale of how a taxi driver’s son from Northern Ireland inspired the human rights movement around the world. Born in Newry in 1943, Boyle attended Queen’s University Belfast in the early 1960s, beginning to teach law in 1966. He was a co-founder of the Northern Ireland Civil Rights Association (NICRA) and the People’s Democracy, mediated during the 1981 hunger strikes and helped forge the basis for the agreement that ended the Troubles. His ideas, endorsed in a previously unrevealed conversation Margaret Thatcher had with Taoiseach Garret Fitzgerald, provided much of the intellectual underpinning for the 1985 Anglo-Irish Agreement. He was the lead lawyer in the case that decriminalized homosexuality in Northern Ireland, which then led to its decriminalization in the Irish Republic and other countries. Through a series of landmark cases at the European Court of Human Rights, he left an enduring mark on international human rights law, campaigning against apartheid in South Africa and repression in Turkey. He also played a critical role as the senior advisor to Mary Robinson, UN High Commissioner for Human Rights, during 9/11 and was involved in shaping the international response. He also led the campaign to support Salman Rushdie after the writer was targeted by Iran’s ayatollahs in 1989. Kevin Boyle was central in founding human rights law centres at universities from Ireland and Britain to Brazil and Japan. Though he was a towering figure, his personal story is not well known. Now, based on years of research, thousands of documents, and scores of interviews, former CNN correspondent Mike Chinoy has crafted the compelling life story of a remarkable Irishman.

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New fiction by: Suad Aldarra Caleb Azumah Nelson Jan Carson Elaine Feeney Oona Frawley Sinéad Gleeson Anna Jean Hughes Caleb Klaces Naomi Krüger Henrietta McKervey Paul McVeigh Mary Morrissy Nuala O'Connor Chris Wright To live with dementia is to develop extraordinary and various new ways of being – linguistically, cognitively and practically. The storyteller operates similarly, using words and ideas creatively to reveal a slightly different perspective of the world. In this anthology of fourteen new short stories, commissioned by Jan Carson and Jane Lugea, some of the best contemporary writers from Ireland and the UK powerfully and poignantly explore the depths and breadth of the real dementia experience, traversing age, ethnicity, class and gender, sex and consent. Each writer’s story is drawn from their own personal experience of dementia and told with outrageous and dark humour, empathy and startling insight. Here are heroes and villains, tricksters and saints, mothers, fathers, lovers, friends, characters whose past has overshadowed their present and characters who are making a huge impact on the world they currently find themselves in. They might have dementia, but dementia is only a small part of who they are. They will challenge, frustrate, inspire and humble you. Above all, these brilliant pieces of short fiction disrupt the perceived notions of what dementia is and, in their diversity, honesty and authenticity begin to normalise an illness that affects so many and break down the stigma endured by those living with it every day. Find out more about the AHRC-funded research project based at Queen's University Belfast, from which this anthology has emerged: www.blogs.qub.ac.uk/dementiafiction/

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The extraordinary life story of an ambitious, thirteenth-century adventurer. This book charts the striking rise, fall and restoration of the first earl of Ulster, Hugh II de Lacy, described by one contemporary chronicler as 'the most powerful of the English in Ireland'. A younger son of the lord of Meath,de Lacy ascended from relatively humble beginnings to join the top stratum of Angevin society, being granted in 1205 the first earldom in Ireland by King John. Subsequently, in 1210, having been implicated in rebellion, Hugh wasexpelled from Ulster by a royal army and joined the Albigensian crusade against Cathar heretics in southern France. Unusually, after almost two decades in exile and a second revolt against the English crown, de Lacy was restored to the earldom of Ulster by King Henry III in 1227, retaining it to his death, c. 1242. Situated in the north-east of Ireland, Ulster's remoteness from centres of colonial administration allowed Hugh de Lacy to operate beyondthe normal mechanisms of royal control, forging his own connections with other powerful lords of the Irish Sea province. The fluidity of noble identity in frontier zones is also underlined by the career of someone who, accordingto his political needs, presented himself to different audiences as a courtly sophisticate, freebooting colonist, crusading warrior, or maurauding 'Irish' ruler. The foundation for this study is provided by Hugh de Lacy's acta, provided as an appendix, and representing the first collection of comital charters in an Irish context. These cast fresh light on the wider themes of power and identity, the intersection of crown and nobility, and the risks and rewards for ambitious frontiersmen in the Angevin world. Daniel Brown obtained his PhD from Queen's University Belfast, and completed his research on Hugh de Lacy as a postdoctoral fellow at Trinity College Dublin.

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Other animals are driven to spend essentially their whole lives just trying to get fed, stay alive, and get laid. That’s about it. The same was true for our proto-human ancestors. And modern humans of course also require a Survival Drive and a Sex Drive in order to leave descendants. But today we spend most of our lives mainly just trying to convince ourselves that our existence is not absurd. In What We Are, Queen’s University biologist, Lonnie Aarssen, traces how our biocultural evolution has shaped Homo sapiens into the only creature that refuses to be what it is — the only creature preoccupied with a deeply ingrained, and absurd sentiment: I have a distinct ‘mental life’—an ‘inner self’—that exists separately and apart from ‘material life’, and so, unlike the latter, need not come to an end. This delusion conceivably gave our distant ancestors some wishful thinking for finding some measure of relief from the terrifying, uniquely human knowledge of the eventual loss of corporeal survival. But this came with an impulsive, nagging doubt — an obsessive underlying uncertainty: ‘self-impermanence anxiety’. Biocultural evolution, however, was not finished. It also gave us two additional, uniquely human, primal drives, both serving to help quell the burden of this anxiety. Legacy Drive generates delusional cultural domains for ‘extension’ of self; and Leisure Drive generates pleasurable cultural domains for distraction – ‘escape’ – from self. Legacy Drive and Leisure Drive, Aarssen argues, represent two of the most profound consequences of human cognitive and cultural evolution. What We Are advances propositions regarding how a visceral susceptibility to self-impermanence anxiety has — paradoxically — played a pivotal role in rewarding the reproductive success of our ancestors, and has thus been a driving force in shaping fundamental motivations and cultural norms of modern humans. More than any other milestone in the evolution of human minds, self-impermanence anxiety, and its mitigating Drives for Legacy and Leisure, account for not just the advance of civilization over the past many thousands of years, but also now, its impending collapse. Effective management of this crisis, Aarssen insists, will require a deeper and more broadly public understanding of its Darwinian evolutionary roots — as laid out in What We Are.

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"A really positive and timely text, which contributes to the evidence base and prepares and supports the health and social care student for the challenges of the modern workplace. I highly recommend it."British Journal of Healthcare Assistants, May 2011"This book is clear, concise and makes for easy reading throughout ... It provides some great tips on learning within a work environment in addition to an excellent chapter on learning styles that any student could benefit from. The book is bursting with helpful knowledge on formulating action plans, working with mentors, personal development plans and the importance of career planning … Its concepts are useable and applicable to all student nurses." Laura Carter, Student Nurse, Kingston University, UK"A good, comprehensive addition to any student nurses collection! The book is laid out in a clear, logical manner which is easy to read whilst covering the most important points ... [It will be] particularly beneficial to those considering applying for jobs as it explains the Knowledge and Skills framework and how this can be used in practice as well as giving tips on filling in application forms, completing CV’s and how to be successful in an interview … A valuable resource for any student currently studying a course related to health and social care."Ashley Malone, Student, Queen's University BelfastThis practical book is an essential student guide to getting the most out of your work based learning (WBL) experiences in health and social care settings. The book is designed to help you understand the different aspects of WBL and how it links to your foundation degree, lifelong learning and your own individual personal development. The book: Provides practical strategies and exercises to strengthen your capacity to learn at work and reflect on your own personal and professional development goals Shows you how to develop relationships with your employers and key members of your multi-disciplinary team Explores how you can demonstrate evidence of learning in the workplace in your PDP and portfolio Includes real life quotes and tips from healthcare students undertaking WBL as part of a foundation degree, so you can learn from their experiences Workplace Learning in Health and Social Care is ideal for foundation degree students as well as health care workers, health care assistants and assistant practitioners.Contributors: Jane Abbott, Tom Aird, Jayne Crow, Peter Ellis, Mary Northrop, Helen O'Keefe, Barbara Workman

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Outlines the complex nature of the Anglo-Irish ruling class, showing how its multi-faceted identity was formed and how it evolved. The wars and revolutions of seventeenth-century Ireland established in power a ruling class of Protestant landowners whose culture and connexions were traditionally English, but whose interests and political loyalties were increasingly Irish. At first unsure of their self-image and ambivalent in their loyalties, they gradually became more confident and developed a distinctive notion of 'Irishness'. The Anglo-Irish Experience explores the religious,intellectual and political culture of this new elite during a period of change and adjustment. D.W. Hayton traces both the shifting sense of national identity characteristic of the period and the changing stereotype of the Irish in English popular literature - which did much to push the 'Anglo-Irish' to embrace their Irish heritage. He also argues for the emergence of a pragmatic, constructive form of political 'patriotism', linked closely to the prevailing ideology of economic 'improvement' and underpinned by the influence of evangelical Protestantism. A key feature of the book is the use made of case studies of individuals and families: the decay of the Ormond Butlers, undermined by debt and eventually driven into political exile; the rise and fall of the Brodricks, gentlemen lawyers with a strong provincial power-base; the political journey of the politician and political writer Henry Maxwell, from'commonwealth whig' ideologue to ministerial hack; and the relationship between Sir John Rawdon, a pious and intellectual squire, and his estate agent Thomas Prior, pamphleteer and apostle of 'improvement'. These and other narratives illustrate the variety and complexity of the 'Anglo-Irish' experience in a period that witnessed the foundation of what would in due course come to be known as the 'Protestant nation'. Early modern British and Irish historianswill find this book invaluable. D.W. Hayton is Professor of Early Modern Irish and British History at Queen's University Belfast, and the author of Ruling Ireland, 1685-1742: Politics, Politicians and Parties (Boydell, 2004)

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“This book is a must have for the nursing student and practicing nurse to assist with medication management.”Fiona Timmins, Professor of Nursing, Dean of Nursing and Head of School, University College Dublin, Ireland“I would highly recommend this book as a structured, systematic way to improve confidence and competence inessential calculation skills for all nursing students!”Charlotte Davies, Lecturer in Adult Nursing, Faculty of Health, School of Nursing and Midwifery, University of Plymouth, UK“This book should be a fundamental part of any reading list for all future students to build knowledge and confidence with Nursing calculations."Helen Noonan, Lecturer in Adult Nursing, University of Hull, UKNurses! Test Yourself in Essential Calculation Skills, 2nd Edition is designed to help your overcome your fears and strengthen your calculation skills for clinical practice.With 500 brand new test yourself questions, this new text can be used in isolation or to complement the first edition of Nurses! Test Yourself in Essential Calculation Skills to boost your understanding of key calculation skills.In this edition you will find:- 4 diagnostic tests designed to help you identify areas of concern- Case studies to look at scenarios that require multiple calculations- 16 chapters on basic calculation skills and common calculation processes- Up to date content aligning with NMC requirements and guidelines for nurse trainingSplit into handy sub-sections and with an easy-to-use conversion table, the book has clear step by step guides and worked examples to help you gain the confidence to master more complex processes.Written by lecturers from the UK’s leading nursing schools and aligning with NMC guidelines; this is the ideal revision tool to help you improve your results and tackle calculations with confidence!Katherine M. A. Rogers is a senior lecturer in the School of Nursing and Midwifery at Queen’s University Belfast, UK.William N. Scott is a senior lecturer and Researcher in Biomedicine at Atlantic Technological University, Ireland.

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“Biggs and Tang, now with Kennedy, have ensured this new edition remains an international leader for university teaching for the next decade.”Denise Chalmers AM, Emeritus Professor, University of Western Australia, Australia“This book, a fifth edition, can truly be called a “classic” on the topic of teaching, learning and curriculum design in higher education.”Michael Prosser, Honorary Professorial Fellow, Centre for the Study of Higher Education, University of Melbourne, Australia“You should be inspired to increase the quality of your teaching, your learning, and your learning about teaching.”John R. Kirby, Professor Emeritus of Educational Psychology, Queen’s University, CanadaThe concept of constructive alignment has supported generations of students and teachers within higher education. It is a ‘backward design’ method of teaching where the student outcomes are identified first and the teacher then designs teaching activities to enable students to achieve those outcomes, assessing how well they have been achieved. Each chapter outlines how to design the learning outcomes, teaching and assessments for success in learning. This updated edition of Teaching for Quality Learning at University: • Provides a comprehensive, research-based theory of teaching for teacher reflection • Outlines how educational technology can be used in constructively aligned teaching • Helps staff developers to provide support for staff and departments in line with institutional policies • Offers a framework for quality assurance and quality enhancement across a whole institution Teaching for Quality Learning at University continues to be used as a framework for designing higher education teaching systems globally and is essential reading for those in the field. John Biggs has held Chairs in Education in Canada, Australia, and Hong Kong. He has published extensively on student learning and the implications of his research for teaching. He developed his concept of constructive alignment at the University of Hong Kong, first outlined in Teaching for Quality Learning at University in 1999. Catherine Tang has over 15 years of teaching experience in tertiary education and is the former Head of the Centre for Learning, Teaching and Supervision at the Education University of Hong Kong (the then Hong Kong Institute of Education) and the Educational Development Centre at the Hong Kong Polytechnic University. Gregor Kennedy is the Deputy Vice-Chancellor (Academic) at the University of Melbourne, Australia and a Professor of Higher Education in the Melbourne Centre for the Study of Higher Education.

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Nurses! Test Yourself in Anatomy and Physiology, 2nd Edition, has been fully revised and updated, with new and expanded features, to remain the essential self-test resource for nurses studying basic anatomy and physiology and preparing for exams. This book includes over 500 questions, each with fully explained answers. These include:•50 A&P illustrations and puzzle grids•Over 200 glossary terms•Multiple choice questions•True or false questions•Labelling exercises•Match the terms•Fill in the blank questionsEach main body system has its own chapter, so you can get in depth practice for your exams. Body systems covered include: •Integumentary system•Musculoskeletal system•Nervous system •Endocrine system •Cardiovascular system•Respiratory system•Digestive system•Urinary system•Immune and lymphatic system•Male & female reproductive systemSelf-testing is an effective activity in improving active learning. This book will help nursing students with their learning and recall in a subject they often report to find difficult. Covering all the main topics relevant to nursing and including varied exercises, this book will prove be an effective aid alongside standard textbooks for any student studying anatomy and physiology. Dr Jim Jolly Lecturer School of Healthcare University of Leeds.This book is an excellent resource for students and their teachers as it complements all core anatomy and physiology text books and curricula no matter how the content is sequenced. The book covers all of the main systems in the body along with the fundamentals underpinning students’ understanding of core concepts in physiology. The use of a self-assessment approach stimulates students to actively engage with the material while they self-correct and learn. The book is a gift to all nursing students revising for examinations that assess the anatomy and physiology component of their programme. I highly recommend this book. Dr. Margarita Corry, Registered Nurse Teacher and Academic, School of Nursing & Midwifery, Trinity College Dublin. Katherine Rogers is a Senior Lecturer in the School of Nursing and Midwifery at Queen’s University Belfast, UK.Bill Scott is a Senior Lecturer and Researcher in Biomedicine at Letterkenny Institute of Technology, Ireland.

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The fourteen essays of this volume engage in distinct ways with the matter of motion in early modern Spanish poetics. Los catorce ensayos de este volumen conectan de una manera perceptible con el tema del movimiento enla poesía española del siglo de oro The fourteen essays of this volume engage in distinct ways with the matter of motion in early modern Spanish poetics, without limiting the dialectic of stasis and movement to any single sphere or manifestation. Interrogation of the interdependence of tradition and innovation, poetry, power and politics, shifting signifiers, the intersection of topography and deviant temporalities, the movement between the secular and the sacred, tensions between centres and peripheries, issues of manuscript circulation and reception, poetic calls and echoes across continents and centuries, and between creative writing and reading subjects, all demonstrate that Helgerson's central notion of conspicuous movement is relevant beyond early sixteenth-century secular poetics, By opening it up we approximate a better understanding of poetry's flexible spatio-temporal co-ordinates in a period of extraordinary historical circumstances and conterminous radical cultural transformation. Los catorce ensayos de este volumen conectan de una manera perceptible con el tema del movimiento en la poesía española del siglo de oro, sin limitar la dialéctica de la estasis y movimiento a una sola esfera o manifestación única. Entre los multiples enfoques cabe destacar: el cuestionamiento de la interdependencia de la tradición e inovación, de la poesía, del poder y la política, de los sigantes que se transforman, de los espacios que conectan y cruzan con los tiempos 'desviados'; análisis de las tensiones entre lo sagrado y lo secular, del conflicto centro-periferia y del complejo sistema de producción, circulacióny recepción de los manuscritos; el diálogo con el eco poético a través de los siglos y de los continentes y la construcción creativa del sujeto escritor y/o lector. Al abrir la noción central de Helgerson del "movimiento cono" más allá de la poesía nueva secular, este libro propone un entendimiento más completo de las coordinadas espacio-temporales de la poesía en un periodo de circunstancias históricas extrao Jean Andrews is Associate Pssor in the Department of Spanish, Portuguese and Latin American Studies, University of Nottingham. Isabel Torres is Professor of Spanish Golden Age Literature at Queen's University, Belfast. Contributors: Jean Andrews,Dana Bultman, Noelia Cirnigliaro, Marsha Collins, Trevor J. Dadson, Aurora Egido, Verónica Grossi, Anne Holloway, Mark J. Mascia,Terence O'Reilly, Carmen Peraita, Amanda Powell, Colin Thompson, Isabel Torres

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"This beautifully written book ... clearly explains the application of psychological concepts and theories to health and succinctly summarises key issues. Each chapter also provides a series of vignettes capturing the kind of real-life situations health and social care professionals will encounter in their own practice and a set of thought-provoking exercises ... These will be invaluable in developing critical thinking skills and growing the capacity to provide the kind of empathic care which is the heart of person-centred practice"Dr Wendy Cousins, Course Director, University of Ulster School of Nursing, UK"I have recommended earlier editions of this book and now am delighted to say that this latest edition is even better. The authors continue to clearly explain the relevance of psychological theories, models and approaches to nursing care but now, through the use of frequent reflective activities, vignettes and a 'psychosoap' family, students are also highly encouraged to identify how the theory will help them to become the high quality holistic practitioners they desire to be."Anthony Duffy, Nurse Tutor, College of Human and Health Sciences, Swansea University, UK"This new edition embraces innovation in student learning. The use of the 'psychosoap' provides a structure which is meaningful and insightful. The chapter exercises have 'realworld' application and can be used to understand your own and others motivations, beliefs and values. Unlike many psychology texts ... this book offers real 'food for thought' and provides the building blocks which link theory to practice. It will also be a valuable resource for those who like to 'dip in' to a book."Philip Larkin, Professor of Clinical Nursing (Palliative Care), and Joint Chair, University College Dublin and Our Lady's Hospice & Care Services, Ireland"This new edition continues to improve the reader's experience, providing comprehensive insight into the complex subject of psychology. It is user friendly, underpinned by research findings and will enable the reader to apply its concepts personally and professionally. It is a text which is well designed for student use and application and it has employed a number of innovative features ... An excellent resource, which I would highly recommend."Siobhan McCullough, Lecturer, School of Nursing and Midwifery, Queen's University Belfast, UKThis bestselling book enables those working in health and social care to learn and apply sound psychological principles in the delivery of excellent, evidence-based, patient-centred care. The emphasis throughout is on the promotion and maintenance of personal well-being and quality of life -for care professionals and those they care for. The new edition features a more engaging and user-friendly format and has been comprehensively revised and updated to reflect the latest psychological knowledge. Psychological principles are also clearly set out and summarised in ways that are easy to read and understand. The fourth edition includes: A unique focus on transferable knowledge and skills applicable in a variety of situations Exercises integrated throughout the text to consolidate learning Examples presented in the form of 'psychosoap' characters drawn from the authors' experiences in research and practice An emphasis on positive psychology and promotion of resilience in the management of stress and negative emotions Reviews of recent advances in cognitive science and issues related to communication Psychology for Nurses and the Caring Professions is a succinct, readable and relevant introductory text ideal for students and practitioners in health or social care.

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UNCOVERED: 1 in 4 EXAM GRADES IS WRONG 'An important contribution to our thinking.’ – Sixth Form Colleges Association 'An uncomfortable but important read.’ – Headmasters’ and Headmistresses’ Conference 'Everyone in UK education should reflect upon the problems identified in this powerful book' – Higher Education Policy Institute Every summer one million GCSE and A-Level candidates receive results that define their school years and set them up for their life. But those results are gravely unreliable. In fact, about one grade in four in England is WRONG. That is 1.5 million grades every year. An A-Level grade B might have been an A, or even a C, had a different examiner marked the script. Similarly, a GCSE grade 7 might have received a grade 8 or a 6. For a decade, young people and their friends and families have been unable to grasp the full extent of this randomness. Now, in this definitive and easy to follow book, Dennis Sherwood explains why so many pupils receive final grades that don’t do them justice. And he suggests ways to regain trust, which apply to essay-based exams throughout the world. Reviews ‘Know an A Level student who you were absolutely sure should nail an A* but ended up with a B? Well, they probably should have got that A* but were a victim of this scandal. Sherwood’s work changed my outlook. Let him change yours too.’ – Robert Campbell, former Chief Executive, Morris Education Trust ‘Dennis has been challenging our thinking about assessment and the awarding of grades for many years, combining detailed research with an engaging manner and clear explanations... this is an important contribution to our thinking.’ – Bill Watkin, Chief Executive, Sixth Form Colleges Association ‘Dennis Sherwood asks the questions about exam grades that no one really wants to answer. His analysis suggests that much of what we think we know about school exams is based at best on wishful thinking and at worst on wilful misrepresentation of statistics. But he also has some positive suggestions for improvement. Missing the Mark is an uncomfortable but important read.’ – Melvyn Roffe, Chair, Headmasters’ and Headmistresses’ Conference ‘Missing a grade can result in university or college applications being rejected. Dennis Sherwood asks the $64,000 question: ‘Are grades reliable enough for the purposes they are supposed to serve?’ This book presents an insightful analysis of this important matter, including the rules introduced in 2016 to reduce the number of appeals, the controversial grading processes in 2020 and 2021 when exams were cancelled, why ‘real’ grades are so unreliable, and some solutions too.’ – Huy Duong, parent ‘Everyone in UK education should reflect upon the problems identified in this powerful book – and then decide what to do about them.’ – Nick Hillman, Director, Higher Education Policy Institute Anyone with an interest in how examinations are assessed, from those in government, regulators, schools, colleges, universities to employers, teachers, parents and students, should read Dennis Sherwood's incisive analysis. His conclusions will have a profound impact on our idea of the accuracy, reliability and fairness of examinations. – Mike Larkin, Emeritus Professor Queen's University of Belfast and Total Equality For Students ‘Dennis provides a clear, step-by-step outline of what is going so terribly wrong and the easy ways to remedy this.’ – Ollie Green, A-level student About the author Dennis Sherwood is a management consultant with experience of solving complex problems. He has a Physics Masters from the University of Cambridge, an MPhil in Molecular Biophysics and Biochemistry from Yale University and a PhD in biology from the University of California in San Diego. After being a consulting partner at Deloitte Haskins + Sells, and Coopers & Lybrand, he became an executive director at Goldman Sachs. He now runs his own business, The Silver Bullet Machine Manufacturing Company Limited, specialising in organisational creativity and innovation. He is author of 14 books. Extract - Foreword Gold standard! Well, maybe not! For many years England’s GCSE and A-level qualifications have enjoyed an international reputation as world-leading. They have frequently been cited as ‘gold standard’ examinations. In this book Dennis Sherwood applies forensic analysis, in an accessible format, to one aspect of those qualifications – the grades awarded to each student on results day. His expert commentary leaves us in no doubt that the architecture of reliability is nothing more than a fancy façade on a house that’s built on sand. This is not a book about whether examinations are the best way to assess authentic learning. That’s a different debate, although there’s evidence here that excessive reliance on end-of-course examinations exacerbates the great grading scandal. This is also not a book about whether the content of our examination-driven school and college curriculum is well-designed, fit for purpose or sufficiently visionary for the future needs of students. That too is a long overdue discussion which should inform public policy, but Dennis retains his focus on one pressing issue. Are the grades awarded to students at the end of the examination process a reliable indicator of their performance and ability? Can those grades be trusted to determine suitability for advanced academic study or access to employment? Do they serve to differentiate authentically between one student and the next? We are all familiar with the results day photographs that accompany the headlines in August. Enthusiastic celebrations with beaming smiles. Images that are carefully contrived to align with the supporting text as ‘Camelia’ (or whoever) progresses to a top university with her four A* grades or ‘Daniel’ revealed to be a prodigy as he attains twelve grade 9’s in his GCSEs. Their results may well be impressive and will certainly open doors towards privileged academic opportunities. But what if the student with AAB is actually no better, in any meaningful sense, than the student with BAC? What if these grades lack the precision that they appear to convey? Is there an element of unreliability in how they are awarded – such that two otherwise identical candidates may as well roll a dice alongside completing their examination paper to determine which, say, of two adjacent grades they may ultimately be awarded? If Dennis is right – and I think he is – then a great grading scandal unfolds before our eyes every summer... [Buy the book to continue reading the foreword] Dr Robin Bevan, Headteacher, Southend High School for Boys and NEU Past National President, 2020-21

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