Search results for ""open university press""

Supervision assures the quality of professional practice through careful monitoring; it heals wounds through wholesome listening and support and offers a unique and free space to develop that which we all want to progress: our personal relationships.This book will help professional supervisors, consultants and coaches with the `care for the self¿ aspect of their role - the art of enhancing one¿s own performance with the help of experience in practice. The book features: A compact overview of the whole profession of coaching and consulting supervision An integrated approach for coaches and consultants, highlighting differences More than 40 real-life case vignettes Short summaries after each chapter A full overview of types of contract and methodology, with specific flowcharts A detailed introduction to the ethics of supervision Supervision in Action is a book for all professional consultants who want to take good care of themselves and who want to help other consultants and coaches with the care for the self."In reading this book, I felt that I was going on a journey with Erik de Haan in his own discovery of the complexities and relevance of supervision to practice, he discusses very well the multiple levels of reflection that help supervisees move from rigidity to flexibility. All the chapters are interspersed with examples of the supervisory process which are geared to illustrate the points that he is making."Professor Maria Gilbert, Joint Head of the Integrative Department at Metanoia"The book is pragmatic and honest, offering rich vignettes to demonstrate application of both simple and complex concepts to the supervision process. De Haan explicitly recognises the complexity of working with people in organisations, working with what is emerging, and positions learning as an ongoing enquiry."Dr Alison Whybrow, i-coach academy Ltd"The distinct contribution of de Haan's book to the coaching profession lies in the focus on the psychodynamic relationship in supervision. The detailed explanation and exploration of the phenomena of transference and parallel process through numerous case examples, provides a rich source of learning and growth for both Supervisor and Supervisee."John Leary-Joyce, CEO Academy of Executive Coaching, EMCC UK President"This excellent title, which combines theory with practical case studies, is recommended reading for those interested in supervision and reflective practice."Dr Jonathan Passmore, Independent Consultant"Galileo once said, 'You cannot teach people anything. You can only help them discover it within themselves.' Erik de Haan is unparalleled in helping coaches to become more effective in this discovery process - in using themselves as an instrument. This book is invaluable for consultants and coaches who want to learn more from experience."Manfred Kets de Vries, Professor of Leadership Development, INSEAD, France"Drawing on his extensive experience as a practitioner, teacher and researcher, de Haan has created a book which will not only benefit experienced supervisors, but will also enhance the capacities of coaches, OD consultants and consulting teams to self reflect and to gain optimum value from their supervision. This book provides a welcome guide for more mindful and skilful supervision practice."Hilary Lines, Executive and Team Coach

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This is a book for social workers working within the youth justice system; a highly demanding area of practice that requires a depth of knowledge and skill. All Youth Offending Teams are required to employ a social worker, yet it is often a challenge to find space within youth justice practice to uphold social work values. This practical book demonstrates how practitioners can work in creative, ethical and reflective ways within Youth Offending Teams.Topics include: Legislation Multiagency working Risk assessment Working with high risk offenders Alternative interventions Case studies, vignettes and reflective questions are used throughout to help students and practitioners relate theory directly to practice. "This book is an excellent introduction to the important contribution of social workers in the field of work with young offenders. Social work is a key profession in agencies working with such young people, especially in Youth Offending Teams, yet until now it has been a neglected area in social work literature. This will be a key text for social work students and practitioners who need to have an overview of the functions, methods, skills and approaches to working with young offenders."Brian Littlechild, Professor of Social Work, University of Hertfordshire, UK"This is a timely book containing much useful information on young people, both as offenders and victims. It covers issues of risk, the scaled approach promoted by the Youth Justice Board, interventions and reflective practice. It will be essential reading for criminology and social work students who should learn about youth justice as well as other professionals in education, police etc. I will be recommending it to my students."Professor Anthony Goodman, Department of Criminology and Sociology, Middlesex University, UK"Comprehensive, focused and immediately useful, this book is an articulate and highly readable synthesis of current thinking on social work and a framework to apply this in everyday practice. A refreshing and inspiring view on delinquency and antisocial behaviour. A must have for all the professionals working in the field of juvenile delinquency."Dalibor Dolezal, Assistant Professor, University of Zagreb, Faculty of Education and Rehabilitation , Sciences, Dept. of Criminology"Social Work in the Youth Justice System, by Darrell Fox and Elaine Arnull is a welcome analysis and explanation of the tasks and roles which social workers are required to undertake within the Youth Justice system in the UK. Crime and offending by young people in particular are emotive subjects which the media, politicians and the public often feel compelled to share their views on. This book examines in detail the complexities of working as a social worker with young people who offend and will assist prospective and current social workers to negotiate their way through the demanding youth justice environment. The Authors rightly focus on the need for social workers to be creative, ethical and reflective while practicing within a challenging, changing criminal justice setting. The chapters on Assessment, Risk, Legislation and Interventions provide information and analysis which will enable practitioners to understand their roles and be better placed to deliver effective interventions for young people."David Ellicott, Senior Lecturer, Division of Guidance, Youth Studies and Youth Justice, Nottingham Trent University, UK

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Diagnosis Related Group (DRG) systems were introduced in Europe to increase the transparency of services provided by hospitals and to incentivise greater efficiency in the use of resources invested in acute hospitals. In many countries, these systems were also designed to contribute to improving – or at least protecting – the quality of care. After more than a decade of experience with using DRGs in Europe, this book considers whether the extensive use of DRGs has contributed towards achieving these objectives.Written by authors with extensive experience of these systems, this book is a product of the EuroDRG project and constitutes an important resource for health policy-makers and researchers from Europe and beyond. The book is intended to contribute to the emergence of a ‘common language’ that will facilitate communication between researchers and policy-makers interested in improving the functioning and resourcing of the acute hospital sector. The book includes: A clearly structured introduction to the main ‘building blocks’ of DRG systems An overview of key issues related to DRGs including their impact on efficiency, quality, unintended effects and technological innovation in health care 12 country chapters - Austria, England, Estonia, Finland, France, Germany, Ireland, the Netherlands, Poland, Portugal, Spain and Sweden Clearly structured and detailed information about the most important DRG system characteristics in each of these countries Useful insights for countries and regions in Europe and beyond interested in introducing, extending and/ or optimising DRG systems within the hospital sector

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It is now widely acknowledged that there is more to health than just the absence of illness. This book aims to widen the perspective of health professionals to encompass the concept of well-being across the lifespan. It has been written to introduce students to the theory and practical application of health improvement and well-being in the context of public health, providing global as well as domestic perspectives on key concepts, in particular: Social and health inequalities Social justice Political influences Commissioning, funding and delivery of services Each chapter defines and provides an outline of theoretical perspectives relevant to each topic, allowing the reader to critically evaluate the accepted wisdom in each of the fields under discussion. Case studies illustrate local and global perspectives and questions throughout the book encourage students to think and reflect on the key points of each chapter and apply theory to practice.With a delicate blend of theory and practice, Health Improvement and Well-Being considers the key influences on health improvement and the best ways to tackle them as a health professional. This book is key reading for experienced and senior public health professionals as well as masters level students taking courses in public health, health improvement or health promotion, or taking modules in health improvement as part of a more general health science course.Contributors: Donna Hart, Moyra Baldwin, Janine Talley and Allison Thorpe."A timely investigation of key factors that impact on well-being. Sets out the national and international policy context clearly and makes very good use of case studies and wider evidence to consider effectiveness of interventions. Thinking points and practical exercises encourage the student to apply knowledge to practice throughout."Paul Reid, Senior Lecturer, School of Health, University of Central Lancashire, UK"This book provides a comprehensive perspective on well-being within the context of health and health improvement both within this country and internationally.I would recommend this book as a key text for all students studying on the nursing, midwifery, social work and allied health profession courses. The chapters are structured well and provide a means for students to explore key concepts. The use of case studies helps the reader to appreciate the practical application of theoretical concepts and as such it brings alive the real issues within the practice setting.The structure and content is suitable for a wide range of academic levels and professional groups, making it a key text for health and social care professions." Patricia Livsey, Executive Dean, Faculty of Health and Human Sciences, Plymouth University, UK"This book would make an ideal resource for anyone working/managing in public health arenas"Quote from Nursing Times, February 2016

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Powerful Techniques for Teaching in Lifelong Learning is a practical handbook that offers a range of helpful ideas and approaches for working with older learners. Written in an accessible and conversational style, it draws on the author’s vast experience of working with older learners and tackles some of the major challenges and problems you are likely to face in teaching older learners, such as addressing inequality and diversity and dealing with resistance.Over fifty techniques, exercises and methods explained in the book promote: Teaching for critical thinking Using discussion Self directed learning Creating democratic classrooms Teaching about power Teaching through the creative arts The book is informed by a particular understanding of what constitutes a powerful technique, taking into account the power relationships that exist in the adult classroom and empowering students to develop a sense of their own agency and confidence in their abilities as learners.With its wide range of ideas, examples and case studies that illustrate how the approaches work in practice, this is an excellent resource for anyone working in the lifelong learning sector looking to invigorate their teaching techniques.“Brookfield writes in a nice easy-to-read autobiographical style. He explains and fully discusses many good techniques for teaching in an effective and humane manner. Everybody who teaches, whether they teach children or adults, will benefit from reading this interesting book and learning from his lifetime of experience as a teacher.”Peter Jarvis, Emeritus Professor of Continuing Education University of Surrey, UK“This book is not about increasing your power as a teacher – it is about the dynamics of power in the adult classroom, challenging power structures, and the techniques teachers can use to empower learners. Brookfield uses the lens of ‘power’ to distill, for the practitioner, a lifetime’s work of scholarly and practical engagement with adult teaching and learning.”Mark Tennant, Emeritus Professor, University of Technology, Sydney, Australia“As he explores the pervasive nature of power in teaching, Stephen Brookfield takes us inside his own teaching, offering a treasure trove of practical ideas – what works and what doesn’t work – in pursuit of democratic educational practices. While reading, I felt as though I was talking with a colleague about his struggles, his strategies, and some of what he has learned across forty years of teaching adults. If you want to see how one of the most widely read academics in adult education brings his scholarship into pedagogical practices, read this book! It will be something you go to time and again for ways to make your teaching more democratic.”Dan Pratt, Ph.D., Professor & Senior Scholar,University of British Columbia, Canada

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“On every page the work of the community nurse shines through. Exercises, a reflective commentary and case studies provide an integral link between the ‘real world’ of practice and the underpinning knowledge and critical thinking necessary to become an effective and evidence-based community nurse. This is an excellent, practical and informative book that is already poised to become the leading resource in its field.”John Keady, Professor of Older People’s Mental Health Nursing, The University of Manchester/Greater Manchester West Mental Health NHS Foundation Trust, UKThis new textbook is perfect for understanding how community nursing works, and how to work effectively in community settings. The skills required to work with the challenges of community nurse activities are clearly introduced, from working in people’s homes, working with carers, developing assessment skills to working with other professionals. By drawing on vivid case studies set in the fictional town of Chettlesbridge, the authors skilfully bring to life the world of community nursing practice enabling you to apply new learning to real situations.Key features: Includes patient case studies, practical tips, bullet lists, sample worksheets, examples and simple visual aids Provides chapters with a series of guided exercises to stimulate a deeper level of reflection and discussion Covers areas such as working with vulnerable groups and working with carers and their families Introduction to Community Nursing Practice is key reading for pre-registration nurses undertaking modules that cover community nursing, community care, and undertaking community based placements. It will also help student nurses from the mental health, child and learning disabilities pathways where health care in the community setting is part of the curriculum.

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"This excellent text will help nurses develop an awareness of a range of communication frameworks and how they might be utilised in contemporary child health nursing to communicate with children, their families, fellow healthcare professionals and each other in their day to day working lives... It should be on every student's reading list!"Dr Edward Alan Glasper, Professor of Children's and Young People's Nursing, The University of Southampton, UK "This is an important and much needed book. Logical and well presented, it has episodes of reflection which can be implemented, and activities that provide exemplars about communication that will enhance learning. I particularly found useful the chapters on the legal and ethical aspects, research and communicating with children using technology."Linda Shields, Professor of Nursing - Tropical Health, James Cook University and Townsville Health Service District, AustraliaThis guide will help children's nurses tocommunicate with confidence, sensitivity and effectiveness; to meet the individual needs of children and their families. The book explores different aspects of communicating in this challenging environment using vignettes, examples, practice insights and tips. The book emphasises the importance of listening to and respecting children’s views and rights, in addition to respecting parent responsibility, rights and duty to act in the child's best interests. The authors show how a balance between protective exclusion and facilitated inclusion is core to communicating with children and families.Key topics covered include: Communicating during challenging and sensitive times The importance of being culturally sensitive and self-aware Meeting the needs of vulnerable and disadvantaged children Engaging with children who experience difficulty in communicating Ethical and legal dimensions of communicating with families Appreciating the nature of ‘voice’ in research with children Contributors: Stacey Atkinson, Frances Binns, Debbie Fallon, Noirín Hayes, Paula Hicks, Philomena Keogh, Ursula Kilkelly, Philip Larkin, Joan Livesley, Emer Murphy, Colman Noctor, Eileen Savage, Joanna Smith, Vicky Stewart and Janet Wray.

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Evaluating Improvement and Implementation for Health describes modern evaluation methods in healthcare and policymaking, and challenges some of the assumptions of the evidence based healthcare movement: Are innovations always an improvement? Are they always worth it? Can they be implemented? More importantly, should they be implemented? These are questions with practical consequences and questions which evaluation can answer - if we choose the right methods. This book will help you do just that - match the right evaluation method to the questions being asked. Pragmatic, even-handed and accessible, Evaluating Improvement and Implementation for Health provides an overview of the many different evaluation perspectives and methods used in the health sector. Suitable for health practitioners, managers, policy advisers, and researchers, its practical and multidisciplinary approach shows how to ensure that evaluation results in action."This book is to be welcomed for its wide ranging introduction to the many approaches to evaluation." Carolyn M ClancyFormer Director, Agency for Healthcare Research and Quality (AHRQ) "For anyone looking for a readable and complete introduction to evaluation, the search ends here. This book gives an overview of evaluation in action for making better decisions about how to improve health outcomes for individuals, communities, and nations. The emphasis on including assessments of implementation is refreshing and the examples throughout the book illuminate the concepts and pique the reader's curiosity right to the end."Dean L. Fixsen, University of North Carolina at Chapel Hill, Senior Scientist, & Co-Director, National Implementation Research Network, USA

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"Given the increasing complexities of co-morbidities in women of childbearing age, this book provides a case study approach to several critical conditions which challenge all health care professionals working in this field. The case study approach will help midwives, doctors, midwifery and medical students to ground their clinical skills training on each specific situation by working through the questions and answer format. Of particular importance is the emphasis on inter-professional team working and the links between theory and practice."Dr. Rita Borg Xuereb, Head of Department of Midwifery, Faculty of Health Sciences, University of Malta, Malta"The authors are to be commended as this is the first book of its kind and is well overdue ... The content is excellent, well referenced and covers all of the important issues ... The layout makes the book easy to read and the inclusion of pre-reading, self-assessment of knowledge and case studies engages the reader and stimulates further study into the pathophysiology and management of obstetric emergencies. I particularly liked the chapter on sepsis."Professor Christine Kettle, University Hospital of North Staffordshire & Staffordshire University, UKPart of a case book series, this book contains 14 common pregnancy and childbirth emergency scenarios to help prepare student midwives for life in practice. Each case explores and explains the pathology, pharmacology and care principles, and uses test questions and answers to help assess learning. The practical cases link theory to practice and their grounding in reality will really help bring midwifery to life.The book also: Covers the principles, pathology and skills involved in a range of birthing scenarios Acts as a useful aide memoire when simulating managing care procedures Demonstrates the importance of inter-professional team working in problem-solving Uses tables, diagrams and textboxes throughout, which act as a useful reference point Midwifery Practice is essential reading for student midwives, medical students and paramedics and a valuable resource for health professionals pursuing postgraduate studies in high dependency/ critical care. It is also beneficial to the facilitation of maternity based OSCEs.Contributors: Sam Bharmal, Susan Brydon, Margaret Ramsay, Jane Rutherford, Andrew Sim

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"This clear and informative volume, packed with rich sources and illustrations, will be a must for students and scholars embarking on a study of public health. Covering a range of geographical areas and a wide array of topics, it also succeeds in being challenging and thought-provoking, urging its readers to engage with the ways in which historical research can shape our understanding of current health issues."Professor Hilary Marland, Centre for the History of Medicine, University of Warwick, UK "The great strength of Public Health in History is that its authors show how … history is always a dialogue between the present and the past, and present policy is always informed by understandings of the past. The book is comprehensive in the range of areas covered, yet uses case-studies to explore issues in depth. It will be essential reading for anyone who works or has an interest in public health then and now."Professor Michael Worboys, Centre for the History of Science, Technology and Medicine, University of Manchester, UKThis fascinating book offers a wide ranging exploration of the history of public health and the development of health services over the past two centuries. The book surveys the rise and redefinition of public health since the sanitary revolution of the mid-nineteenth century, assessing the reforms in the post World War II years and the coming of welfare states. Importantly, the book also includes: A comparative examination of why healthcare has taken such different trajectories in different countries Case studies on malaria, sexual health, alcohol and substance abuse Exercises enabling readers to easily interact with and critically assess historical source material Visual materials and illustrations ranging from a fifteenth century syphilis sufferer to the 1980s HIV/AIDS mass media campaigns Written by a team of historians from the London School of Hygiene and Tropical Medicine, this is the definitive guide for teaching the history of public health and health services. Public Health in History will engage health students, practitioners, policy makers and anyone who would like know more about these crucial areas of public health in countries across the global north and global south. Series Editors: Rosalind Plowman and Nicki Thorogood.Contributors: Maureen Malowany, John Manton and Suzanne Taylor.

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Reflective practice is a vital aspect of working with young children and enables a deeper understanding of their learning and development. There is a long tradition among early childhood practitioners of closely observing children's learning, so as to nurture and stimulate their development. They are also increasingly expected to reflect on their own practice in a variety of ways, in order to enhance their professional development and improve their practice.This book supports early years' practitioners in articulating and understanding their own practice in greater depth, exploring ways in which they can be encouraged to engage in reflecting on their practice.The authors introduce ideas around creativity, inclusion, children's well being, partnership with parents and multidisciplinary team working, which will enable you to develop and explore the role of the early years' practitioner in further detail. This second edition is refreshed and expanded to include: Updated and revised throughout to reflect latest policy changes and documents The role of the early years professional Reference to Children's Plan and Common Core of Skills and Knowledge for Children's Work Force New reflective questions and extended case studies Reference to safeguarding and child protection through joint-working Developing Reflective Practice in the Early Years, second edition, is essential reading for all early years' practitioners working in early years settings for children aged 0-8 years, including nurseries, children's centres and schools.Contributors: Naima Browne (freelance early years consultant), Anna Craft (University of Exeter & Open University), Michael Craft (an experienced public health and health promotion professional), Caroline Jones (consultant, University of Warwick), Alice Paige-Smith (Open University), Linda Pound (assessor for the National Professional Qualification in Integrated Centre Leadership), Michael Reed (University of Worcester), Jonathan Rix (Open University) and Elizabeth Wood (University of Exeter). "This is a stimulating book with much to interest, inspire and challenge students undertaking early childhood studies courses and existing early years practitioners ... the links made to current and possible future policy in the early years field are particularly informative at this current time of change."Early Years Update, March 2012

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"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning."Professor Mary James, University of Cambridge, UK.This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion.The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including: The purposes of assessment The need for evidence to support innovation The process and steps to develop new practice Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

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Dealing with challenging behaviour is normally the number one concern of trainee teachers and even more so for those who are training to work with pupils age 14+ whether within a secondary school context or post-compulsory college context. The aim of this book is to help the reader approach behavioural problems through meaningful self evaluation and reflection. This will equip the practitioner with the skills required to implement change within problematic relationships and environments and to explore a range of possible reasons as to 'why students behave in the way they do'. It challenges existing paradigms in order to break down barriers; substituting and encouraging professional responsibility for promoting positive relationships rather than the passive acceptance of unwanted behaviours, or a reliance on a culture of 'blame'.The idea is to move away from thinking about difficult or 'bad' students towards thinking about difficult relationships or environments. This process of change already allows the practitioner to reflect in a far more constructive and objective manner. This process of reflection and evaluation also allows the practitioner to acknowledge their own feelings in this process. Whilst there are strategies that can help in a reactive sense to situations and behaviours as they occurs such as body language and proxemics there are no 'quick fixes' to deal with what are extremely complicated and complex relationships and situations. This is where a solution-focused approach can be helpful as it is brief and effective. It can be brief because it is future-focused and because it works with the strengths of those who come by making the best use of their resources, and it can bring about lasting change because it aims to build solutions rather than solve problems i.e. identifying small baby steps towards a bigger end goal. Thus this approach, whilst initially daunting, allows the practitioner to be freed of the shackles of 'labels' that are neither helpful nor constructive and instead becomes a powerful tool for transforming negative learning environments.

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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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Are you teaching or training to teach English to adult speakers of other languages?Yes! Then this is the essential book for you!This is one of the few books to effectively blend together research, theory and practical pedagogy and link this directly with the context of teaching English to adults. There are reflective tasks throughout, which encourage you to develop and apply your theoretical knowledge to your own experiences.The editors and contributing authors - all experienced practitioners and researchers - share their experience of meeting the diverse needs of learners in the ESOL setting. Learners come from a wide range of cultural, educational and linguistic backgrounds and choose to learn English for a variety of reasons. These factors have important implications for the way the teaching is undertaken. The authors draw on their wealth of experience with adult learners to offer practical strategies for the classroom. Key topics include: Planning, learning and assessment Accuracy and fluency Learning contexts Language analysis, language use and language acquisition This is essential reading for students on adult ESOL subject specialist certificate courses, or integrated Cert Ed/PGCE ESOL courses. It is also of interest to people teaching English outside the UK.Contributors: Vivien Barr, Sue Colquhoun, Jo-Ann Delaney, Clare Fletcher, Marina Spiegel, Helen Sunderland, John Sutter, Efisia Tranza, Mary Weir

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"This book is an essential read for those new to the role of becoming a clinical supervisor. It is packed with practical ideas and activities to try out in the supervision situation and underpinned by relevant theory. An obvious strength of the book is the way Paul seems to 'talk' to the new supervisor in an engaging and non patronising way. At last there is acknowledgement of the 'emotional labour' of being engaged in supervisory work offering strategies to 'look after oneself' when acting as a clinical supervisor in practice."John Driscoll, Freelance CPD Consultant & Development Coach"This is a really good book and I have no hesitation recommending it! It is written in a way that is 'true' to my own experience as an experienced supervisor and will be of use to those taking the first steps, those helping others to do so and more experienced supervisors."Steve Dilworth, Freelance Facilitator"The author's personal experience of training and supervising has produced a very practical easy to read book with plenty of opportunity to reflect on your own past experiences whilst learning from those that have gone before."Rachel Condren, Student Nurse, Queens University Belfast, UKThis practical book is designed as a toolkit for anyone starting out as a clinical supervisor. The book focuses on developing core skills of supervision, as well as your ability to reflect and improve on those skills.Addressing all aspects of supervision, the book gives you practical frameworks needed to start, maintain and evaluate clinical supervision - from how to start a supervision contract to how to run a session. The book offers: Clear information and guidance on what the supervisor needs to know as they prepare to take on the role of clinical supervisor Practical examples and demonstration of key clinical supervision skills Simple explanations of the key frameworks and models for clinical supervision Reflective questions and activities you can use in supervision sessions An example of a method of evaluation when reviewing supervision Ways of keeping healthy as a supervisor and staying within the spirit of supervision The book includes tips for developing the supervision relationship, focusing on areas identified as the ones supervisors struggle with the most. First Steps in Clinical Supervision is core reading for qualified nurses and healthcare professionals working in a supervisory role, either formally or informally, or taking CPD courses to supervise staff and colleagues.

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"At a time when many schools are struggling to become more inclusive within a contradictory national policy context, this book provides some helpful practical leads. Its central message is that of the importance of developing an inclusive school culture within which every child really does matter." Professor Mel Ainscow, University of Manchester, UK"It is a most useful resource for both practitioner-researchers and for school-based initiatives. Written in an accessible style and designed in a format that makes it ideal for use in continuing professional development, it is just right for the needs of twenty first century headteachers and their schools. I highly recommend it as a stimulating and supportive springboard for fruitful dialogue."Jenny Corbett, Emeritus Reader, Institute of Education, University of London, UKThis book examines and offers solutions to the challenges faced by schools in ensuring that all students are enjoying, participating and achieving in education. The authors argue that self evaluation lies at the heart of truly inclusive school development. The book focuses on supporting schools in understanding and using school based systems and processes in a joined up, meaningful and strategic way to impact positively upon the progress and participation of all pupils. These processes include: self evaluation data analysis intervention planning provision mapping target setting Each system is explored and the reader is encouraged to consider them critically in order to develop an understanding of how and why to use these systems to enhance inclusive practice throughout the school. The authors present a model of inclusive practice, 'Inclusion in Action' which demonstrates how these processes can be linked together to inform and impact upon whole school strategic planning.With case studies, examples, templates and models, this practical and accessible book responds to the day to day needs of the SENCO, teacher, leader and everyone within the school setting in evaluating and meeting the needs of all pupils effectively.

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"I found this book extremely easy to read. It does much more than tell us what pain is and how to limit or prevent it. It explains the ethical aspects of pain management and makes us think about why and how we should manage patients’ pain, and what our rights and duties are in pain management. The book takes us from an explanation of pain, through pain assessment, pharmacology and management, and informs us how to plan for pain management, rather than only focussing on reactive pain control. It also looks at pain from the patient’s perspective and teaches us how to assess pain using a variety of recognised tools ... I will use this book again and again, and would recommend it to fellow students who are placed on wards where pain management and planning is required."Conor Hamilton, Student Nurse, Queens University Belfast, UKThis practical introductory text provides an accessible guide to pain and how it affects patients and care giving. It considers: Different pain types including acute, chronic and palliative Assessing pain Treatment and pharmacology of pain control Challenging situations and dilemmas Communicating with patients in pain Ethical and legal aspects of treating pain The book also considers the experience of pain from the patients' perspective, to help healthcare students better understand the needs of patients who are in pain and how they can improve the care they give. Case studies, tools for decision making, insights on patient experiences and reflective exercises provide opportunities for you to reflect upon your own practice and to develop problem-solving and critical thinking skills.Principles and Practice of Managing Pain is ideal for students preparing to practice in a health care environment.Contributor: Maria Parry, Senior Lecturer Palliative Care, University of Glamorgan, UK

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Are you puzzled by tutor comments on your assignments? Do you want to improve your grades but aren't sure how? Do you want help but don’t know where to go or who to ask? If so, then this book will save the day! It will help any student to understand the comments they receive on their assignments and improve their assignment results. The book focuses on the common weaknesses that lecturers highlight when they write comments such as: ‘You have not answered the question’ ‘Your work is more descriptive than critical’ ‘You did not tell me anything new’ ‘Your English is weak; it was difficult to follow your arguments’ And by understanding what tutors are looking for in essays, students can quickly learn how to improve their assignment structures, the language they use, and their referencing skills in order to raise their grades. There is also a vital section on how to be more creative in assignments as well as a chapter on where to go for more help. This is an essential companion for all students who are not sure how to address the assignment feedback raised by their lecturer. It is also key reading for those who give feedback to students.

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"Marian Whitehead's re-focused priorities of babies as powerful thinkers, the significance of non-verbal communication, the importance of language play, the roots of emergent literacy and the notion of language and education as shared community endeavours make her book the one to choose for today's world."Early Years UpdateRadically rewritten and updated in light of new research and developments, the new edition of this important book gives clear guidance to early years practitioners on how to support young children’s language and literacy development.The book covers the age range 0-7 years and highlights the speed and complexity of this period of growth in children’s thinking, communicative abilities, language, social and cultural awareness and physical skills. Child observations and case studies and photographs are used to demonstrate the learning that goes on in a variety of homes and early years settings.New and key features include: An expanded chapter showing a range of good practices in three different settings (nursery school, integrated children’s centre and Steiner kindergartens) A new chapter reviewing the statutory national requirements for communication, language and literacy in the UK Additional case studies (including children in the final year of the Foundation Stage) End of chapter summaries Updated further reading Notes on provision and activities for supporting young children’s development at ends of each chapter Supporting Language and Literacy Development in the Early Years is valuable reading for early years students and practitioners.

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Are you looking for ways to encourage learners to think more creatively? Do you need ideas for fun and engaging activities for individuals and groups? Would you like a practical step-by-step guide written by practitioners for practitioners? YES? Then this is the book for you!This is the essential resource for trainees and teachers working in the PCET sector who are looking for new and creative ways of engaging and motivating their learners.The book contains 50 brilliant activities that can be used in a variety of settings and applied to different subject areas. The authors give specific details relating to planning, preparation and implementation for each activity and, in addition, suggest a whole range of further variations for each activity to try out too!Key features include: 50 practical and innovative teaching activities Practical tips to get the most from each activity Variations and subject-specific examples Thinking Points to encourage reflection What Next signposts to further reading A theoretical framework which sets the activities within the context of creativity and innovation A Toolkit for Creative Teaching in Post-Compulsory Education is an essential handbook for teacher training students and for new and experienced teachers undertaking Professional Development.

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Do you want to know more about the key aspects of teaching PE? Would you like help in planning effective PE lessons? Would you like to begin to develop your own personal teaching philosophy? Then this is the essential guide for you!This book will support you in your initial teacher training programme and beyond, taking you through the wide range of issues that you need to consider in order to become a successful teacher and develop successful learners.Each chapter looks at important aspects of PE teaching and relates it directly to the PE lesson and how pupils learn. It covers key areas, including: Planning Assessment Lesson organization Managing pupil behaviour Health and safety ICT There is a sample lesson plan at the end of every chapter which shows the reader how to incorporate aspects of the PE National Curriculum into each lesson. Reflection tasks are included throughout to encourage trainee teachers to critically analyze their own practice. This is supported with real life examples of teacher and trainee experiences of teaching PE in secondary schools.The book also provides guidance to the trainee teacher applying for their first post in a school. The authors offer common interview questions to help the reader formulate and justify a personal philosophy of teaching PE which will be vital to their personal and professional development, as well as the interview process itself.This book is essential reading for all trainee and practising secondary school PE teachers."I highly recommend the text for physical education trainee curriculum/pedagogy programs and also existing practitioner reflection."Allan Sander, University of North Florida Coordinator of Physical Education, United States"This book is a very useful text for initial teacher trainers and their trainees alike."Julie Armstrong, PGCE PE Course Leader, Durham University“The format of the book with opportunities for reflection, case studies, clear links to practice, exemplar lesson plans and signposted further readings makes the book suitable for anyone training as a secondary school physical education teacher.”Paul Carney, Programme Director BA/BSc Physical Education and Sport & Exercise Science Canterbury Christ Church University“The authors are to be congratulated on achieving a consistency of style, content and rigour across the chapters with a number of contributors. Their reward is a book that will be extremely helpful for use by trainee teachers in their journey towards qualified teacher status and entry to the teaching profession.”Mick Abrahams, afPE Lead Regional Physical Education Subject Adviser

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Group learning plays a central role in contemporary education and training. Studying collaboratively has been shown to directly enhance student learning, as well as being valued as a 'key skill'.This handbook covers the essential elements of groupwork in adult and post-compulsory education, in an accessible and practical format. It discusses the principles underpinning groupwork, looking at origins and developments in the field, and delves into the technical aspects of group development and the dynamics involved in working groups, drawing on key theoretical perspectives and embedding them in adult education. The chapters promote participative learning through dialogue, discussion and creative activities. With over twenty years real experience of groupwork, the author provides: A set of flexible resources that you can adapt and develop for your own learning environments A series of activities and exercises which can be linked into the stages of group development Ideas for innovative learning programme design Methods that integrate group dynamics with the learning needs of the group A comprehensive definition of key terms Adult Learning in Groups is a vital handbook for anyone working in adult, higher and post-compulsory education.

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This bestselling textbook provides an introduction to the fundamentals of teaching and learning in early years and primary education. If you are training to work in schools or other educational settings, the book offers a wide range of practical and straightforward guidance, covering essential topics such as safeguarding; attachments and relationships; assessment; the indoor and outdoor environment; new technologies; behaviour management; and well-being.Thoroughly updated throughout and retaining its lively and engaging style, this new fifth edition extends your knowledge and understanding of working and playing effectively with young children. Enlivened by thought-provoking cameos and reflective questions, the book gives you the confidence to reflect upon, challenge and enhance your own pedagogies. Key features include:• Real life cameos drawn from schools and settings• Questions to promote thinking included in each chapter• Suggested further reading including a range of annotated references• Up-to-date research and issues that teachers may faceBeginning Teaching, Beginning Learning is essential reading for student and newly qualified early years and primary teachers and practitioners, as well as those who educate and train them."This outstanding book should a core text for beginning teachers working in the birth to 11 age range. It places Early Years and Primary education in the historical context and encourages new teachers to become reflective practitioners by adopting a questioning approach based on thoughtful comparative experiences. One aspect which makes this stand out from other similar texts is the focus it has on developing a deep understanding of the partnership between children’s learning and the beginner teacher. Contributors, many of whom have been teachers themselves, include experts not only in their specific fields of interest but also in teacher education more broadly so understand what is relevant for those on initial teacher education courses and those in the early stages of their teaching career." Jane Warwick, Primary PGCE Course Manager, University of Cambridge, UK"Beginning Teaching, Beginning Learning should be a core text on all birth to 11 years ITT courses. The book neatly combines grounded cameos of actual teaching experience with real life questions and dovetails these with a thoroughly referenced scholarly critique. Through its engaging style and approach the book speaks clearly and directly to the inquisitive, curious and professional novice teacher who wishes to be both thoroughly reflective and knowledgeable of the latest research. This book is hugely successful as it manages to be both very wide in its content whilst encouraging a questioning and in-depth critical thinking throughout".Guy Roberts-Holmes, MA Early Years Education Programme Director, UCL Institute of Education, UK

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Focusing explicitly on questions of gender and crime, Evans and Jamieson guide the reader through a range of classic and groundbreaking studies, highlighting key contributions and debates and providing an indication of the new directions an engendered criminology may take us in coming years.This engaging reader is divided into five sections, mapping the theoretical, empirical, and practical developments that have endeavoured to identify the ways in which gender informs criminology. Issues addressed by the readings include: Female offending Gendered patterns of victimisation The gendered nature of social control Masculinity and crime Placing gender in an international context Evans and Jamieson’s powerful concluding chapter clearly sets out the achievements and the challenges that the gender and crime question has posed for criminology. They argue that unless the question of gender remains at the forefront of criminological endeavours, criminology will fail to offer an agenda informed by an understanding of social justice that strives to be attentive to both victims and offenders, whether they be male or female.Gender and Crime is key reading for students of criminology, criminal justice and gender studies.

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"The book is written in an admirably clear style and is effectively structured throughout its three parts with eight concise chapters. The book's intention - in which it largely succeeds - is to strengthen secondary data analysis as one technique in the 'methodological toolbox' available to researchers, one which has been on the margin for far too long."British Journal of Educational TechnologySecondary data is a powerful tool for providing context to an otherwise small-scale study, as well as being an efficient way of bringing together a large amount of data, particularly where access to the field may be difficult.This comprehensive guide introduces students to the use of secondary data in educational and social research, and provides a practical resource for researchers who are new to the field of secondary data analysis. The author encourages researchers to consider the potential for using secondary data both as their primary research method, but also as a useful strategy in mixed methods designs.The first part of the book explores the role of secondary data analysis in contemporary social research. It considers the arguments for and against its use and addresses its particular benefits in mixed method research designs, especially those in the political arithmetic tradition.The second part introduces worked examples which show the potential for using secondary sources to answer a varied range of research questions. It provides step-by-step guidance on how to manipulate and analyse secondary data. The inclusion of recent national and international datasets as exemplars allows students to place their research in a 'real life' context and to consider current and topical research issues.

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There is an extraordinary but largely unnoticed phenomenon in higher education: by and large, students persevere and complete their studies. How should we interpret this tendency? Students are living in uncertain times and often experience anxiety, and yet they continue to press forward with their studies. The argument here is that we should understand this propensity on the part of students to persist through a will to learn.This book examines the structure of what it is to have a will to learn. Here, a language of being, becoming, authenticity, dispositions, voice, air, spirit, inspiration and care is drawn on. As such, this book offers an idea of student development that challenges the dominant views of our age, of curricula understood largely in terms of skill or even of knowledge, and pedagogy understood as bringing off pre-specified ‘outcomes’. The will to learn, though, can be fragile. This is of crucial importance, for if the will to learn dissolves, the student's commitment may falter. Accordingly, more than encouraging an interest in the student's subject or in the acquiring of skills, the primary responsibility of teachers in higher education is to sustain and develop the student's will to learn. This is a radical thesis, for it implies a transformation in how we understand the nature of teaching in higher education.

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"The book is much more than a simple 'introduction' to practice development; it provides an in-depth analysis of the governance challenges and should be read by all staff and indeed senior managers tasked with such onerous responsibilities."Journal of Interprofessional Care"I recommend it to all members of the multidisciplinary team in any clinical environment, whether or not there is a practice development presence. The book is well referenced, with useful diagrams and signposts for further reading. This complete read includes the application of practice development, how to measure success, and public and patient expectations. It also addresses litigation, changing cultures and how to motivate others."Nursing Standard"Rob McSherry and Jerry Warr provide essential information on practice development in this excellent book. It is well referenced, and includes many useful diagrams and signposts to encourage further reading."Nursing ManagementThe first in a new series, this introductory text outlines what is meant by excellence in practice and explores the core contemporary issues used to illustrate excellence, including evidence-based practice, clinical governance, and health and social care standards.McSherry and Warr offer simple and effective tools and techniques to support the development of excellence in practice. The book also provides guidance to support the individual, team and organisation in achieving excellence in practice. All topics covered are key to the Quality and Modernisation Agendas, and the book includes coverage on: Reshaping healthcare delivery Clinical governance Responsibility and accountability Implementing government targets and National Service Frameworks Public confidence Partnerships and collaborative working Equality and diversity Autonomy Recruitment and retention Real life practical examples and reflective exercises are used throughout to help the reader explore what excellence means in their everyday practice, as well as enforce the theory needed to inform delivery of excellence. An Introduction to Excellence in Practice Development in Health and Social Care is key reading for nurses and health and social care professionals, both in training and in practice.

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"...this is the only book I have come across that gives consideration to student midwives. There are many study skills books available for nursing students, and although this book is aimed at both, it does take into account the differences between the two professions. ...this is a useful book which delves deeper than its cover would suggest."MIDIRS Midwifery DigestThis book is an essential course companion for nursing and midwifery students at degree and diploma level, as well as those returning to study. It covers key skills and knowledge needed, such as: Study strategies Reflective practice Critical thinking Evidence-based research Exam techniques Literature searching How to succeed in assessments Lively and accessible, the book includes bullet points and exercises that will enhance reader efficiency in learning.The book also has an accompanying website, www.openup.co.uk/nursingsuccess, that is written specifically for this market, and includes tips on: Writing CVs and covering letters Finding a good job Interview skills Continuing professional development (CPD) for nurses and midwives Career progression Study Skills for Nursing and Midwifery Students has been carefully structured to be used throughout a nursing career: It is key reading for new students in midwifery and all fields of nursing, as well as qualified staff who aim to enhance their professional development.

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Early childhood practitioners are often reluctant to see themselves as leaders and managers. However, all those who work with young children and their families, whatever their level of experience and competence, have to undertake both of these roles on a daily basis. This book encourages practitioners to recognise their active involvement in leadership and management in relation to their work as team leader or team member, and in their work with parents and other professionals, to ensure appropriate and effective provision for young children. The authors identify a number of key principles involved in effective early years leadership and management, which focus on the idea that: Leadership is about influencing others to improve and enhance children’s care, learning and development Leadership is only effective if it develops the leadership of others by supporting a team or group in meeting their declared aims or vision Leadership is ultimately distributed, shared and dispersed in early childhood settings These principles are supported by a detailed exploration of the statutory demands made on practitioners working with young children and their families, and reference to relevant literature drawn from both early childhood studies and leadership theories. As well as providing guidance on the roles, responsibilities and tasks facing early childhood leaders, the book features a number of case studies and practical tasks, giving life to concepts and ideas and enabling readers to apply theories and policies to their own work settings. Additional activities at the end of each chapter further support practitioners in fulfilling their leadership and management roles in practice. Leadership and Management in the Early Years is an essential text for early years and early childhood studies students as well as practitioners particularly those who are aiming for Early Years Professional Status.

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"The book’s strength lies in the ability of the contributors to draw conclusions in relation to the reading debate and constructively justify moving away from the reliance on a single phonics approach based on evidence from empirical research. ...The book offers a timely warning against reading becoming synonymous withsynthetic phonics instruction, of children becoming mere ‘functional decoders of print’ (p. 53). The argument turns to the very real need for children to develop andunderstand the ‘joy, relevance and use for reading’ (p. 79); indeed in the current climate of synthetic phonics instruction children are in danger of losing the ability orthe will to look at a book for pleasure."Early YearsDebates about the teaching of reading and particularly which phonics method teachers should use have been simmering for many years. This groundbreaking book offers critical perspectives on the teaching of reading and phonics, openly challenging contemporary policy in both England and the US.As well as providing refreshing insights into how children encounter texts in the increasingly complex world of literacy, the book celebrates the complexity, pleasure and passion that are the foundations of becoming a successful reader. Each chapter explores in-depth the processes involved as children engage in reading, from their interactions with texts in the very earliest stages through to the primary phase. Drawing on both research and theory, the book also shows how some contemporary understandings of reading are based on over simplistic and rationalised ideas about the reading process. A unique feature of this book is that it combines academic perspectives with the insights of parents and practitioners. The participation of those most closely involved with children complements the lively debate and contributions from researchers, providing a rich and inclusive range of ideas.Understanding Phonics and the Teaching of Reading is a stimulating read for educational studies students, students of teaching and learning, policy makers, educational researchers and teachers.

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"The authors are familiar with the emerging jargon of media convergence and they define large parts of it well. They have also laboured impressively to gather and define useful examples of journalese …This book is a labour of love that reflects immense care and learning. It makes a helpful contribution to a fledgling field of academia and to uniting the cultures of news and journalism studies."Tim Luckhurst, University of Kent, UKThis comprehensive glossary offers clear and insightful definitions of the most significant keywords in news and journalism studies.Ranging from 'above the fold' to 'zinger', and with over 400 terms in between, it covers words associated with newspapers, radio and television news, magazines, photojournalism and internet reporting. Other examples include 'agenda setting', 'libel', 'news values', 'objectivity,' 'scoop' and 'tabloidization'. Written by two of the field's leading scholars, it offers an informed perspective on the key terms. It considers a range of genres, including business, crime, environmental, fashion, lifestyle, investigative, science, sports and war journalism as well as looking at new alternatives such as 'Wikinews' and 'Twitter'. This lively and engaging treatment will provide students, researchers and journalists with a solid grounding in the fast-moving vocabulary of news and journalism studies.

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This valuable text offers a range of practical, person centred and evidence based approaches to tackling challenges faced by professionals working with people with learning disabilities. It helps the reader to analyze issues relating to person centred practice and citizenship and considers the implications of this key government initiative for health and social care professionals. The authors aim to support professionals in working through this changing agenda, whilst identifying the interface between their own professional practice and person centred approaches to working with people who have a learning disability. The book includes well referenced practical approaches to the subject area, alongside creative and innovative thinking. In addition, the book also: Explores the historical context of learning disability services and how this has contributed to the development of person centred services Introduces a range of practical person centred thinking tools that can be readily used within professional practice Contains a model to inform the delivery and integration of person centred practice within professional practice Considers the contribution of a range of different professional roles to the person centred and self directed support approach Evaluates the relevance of person centred thinking and planning to people from different cultural backgrounds and those undergoing the transition from adolescence to adulthood Person Centred Practice for Professionals is key reading for students, academics and professionals working or training to work with people with learning disabilities.

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Understanding child development is crucial for all early years practitioners and a sound knowledge of children and their development underpins effective practice.The book presents a detailed and in-depth picture of early years development, particularly of developmental processes and interactions. Rather than focusing on a particular topic, it offers a broad overview from a range of sources including: Developmental, evolutionary and cognitive psychology Biology Sensory information Attachment theory Neuroscience Research linking brain function and emotionsAs well as providing a great insight into the aspects of child development and offering the benefits of a multi-disciplinary approach, the book emphasizes appropriate pedagogical approaches and the implications for adults who work with young children.Child Development from Birth to Eight is essential reading for all early years students and practitioners.

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Every year a vast number of research studies and a myriad of other forms of ‘evidence’ are produced that have potential to inform policy and practice. Synthesis provides a way of bringing together diverse kinds of evidence to bridge the so called ‘gap’ between evidence and policy. This book provides a comprehensive overview of the range of approaches and methods available for synthesising qualitative and quantitative evidence and a detailed explanation of why this is important. It does this by: Looking at the different types of review and examining the place of synthesis in reviews for policy and management decision making Describing the process of conducting and interpreting syntheses Suggesting questions which can be used to assess the quality of a synthesis Synthesising Qualitative and Quantitative Health Evidence is essential reading for students and professional researchers who need to assemble and synthesise findings and insights from multiple sources. It is also relevant to policy makers and practitioners in the field of health, and those working in other areas of social and public policy.

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This book explores the social practice of literacy, numeracy and language and its implications for teaching and learning adult basic skills. Leading international experts argue that literacy, numeracy and language are more than just a set of skills or techniques, but are shaped by the social and cultural context within which they are taking place; the meanings they have for users; and the purposes they serve. This shifts the focus from a narrow, functional and externally imposed definition of literacy, numeracy and language learning, to more open and numerous definitions that focus on what people do with their knowledge, understanding and skills in a range of contexts. Adult Literacy, Numeracy and Language shows how the social practice approach to learning and teaching can be used to develop more inclusive views of adult literacy, numeracy and language. Bringing together the views of researchers, policy makers and practitioners, it helps readers to develop an understanding of contemporary policy developments and encourages them to examine their own practice as adult basic education teachers, in order to respond more effectively to the needs of their students.This book is a valuable resource for practitioners, researchers and students on courses in adult and continuing education (particularly basic skills), postgraduate students, and researchers in the field of post-compulsory education.

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The impact of the environment on human health is of growing concern to the public, politicians and public health practitioners. Epidemiology offers a way of investigating and measuring potential hazards, from local sources of pollution to global climate changes. It allows real effects to be distinguished from chance associations. This book describes the methods available for public health practitioners to enable investigations to be carried out and how findings should be interpreted to ensure that the most appropriate policies are adopted.The book examines: Air pollution Clusters of cases of ill-health Radiation and hazardous waste Water and health Climate change Contributors: Mike Ahern, Ben Armstrong, Araceli Busby, Pat Doyle, Shakoor Hajat, Sari Kovats, Paul Wilkinson.Series Editors: Rosalind Plowman and Nicki Thorogood.

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In recent years there has been a large and diverse body of writing from scholars in the social sciences who have been studying changes brought about by new communication technologies in general and the Internet in particular. The question of how people behave, interact and organize themselves in relation to this form of communication has been given added prominence by developments within new social theory, especially in relation to the novelty of contemporary social formations and the importance of mass communications to this changed order. For the student new to the study of technology and society, there are a bewildering array of claims and counter claims, representing a spectrum of theoretical, methodological and critical sensibilities in relation to the Internet. In this new book Allison Cavanagh evaluates the work in this area by: Investigating the novelty of the Internet and setting the Internet in the context of communication histories Evaluating the extent and rate of change through a synthesis of the available empirical literature Providing a key to understanding the changes identified through an evaluation of the utility of new social theory Sociology in the Age of the Internet is essential reading for academics and students with an interest in the relationship between the internet and society.

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“This exciting book goes to the heart of a creative commercialand public service culture - it shows why ITV matters and howit was made to work so well. A tremendous contribution.” Professor Jean Seaton, University of Westminster“This is a valuable addition to studies of ITV's history andprogramming...”Tom O'Malley, Professor of Media Studies, University of Wales, Aberyswyth, and Co-Editor of Media History. Since breaking the BBC’s monopoly in 1955, ITV has been at thecentre of the British television landscape. To coincide with thefiftieth anniversary of the first ITV broadcast, this accessible bookoffers a range of perspectives on the complex and multifaceted history ofBritain’s first commercial broadcaster.The book explores key tensions and conflicts which have influenced theITV service. Chapters focus on particular institutions, includingLondon Weekend Television and ITN, and programme forms, includingWho Wants to be a Millionaire?, Upstairs Downstairs and Trisha.The contributors show that ITV has had to tread an uneasy line betweenpublic service and commercial imperatives, between a pluralistic regionalstructure and a national network, and between popular appeal andquality programming. A timeline of key events in the history of ITV is alsoincluded.ITV Cultures provides a timely intervention in debates on broadcastingand cultural history for academics and researchers, and a livelyintroduction to the history of ITV for students and general readers. Contributors: Rod Allen, City University; Jonathan Bignell, University of Reading; John Ellis, Royal Holloway, University of London; Jackie Harrison, University of Sheffield; Jamie Medhurst, University of Wales, Aberystwyth; Matt Hills, Cardiff University; Steve Neale, University of Exeter; Helen Wheatley, University of Reading; Sherryl Wilson, Bournemouth University.

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Transition planning for young people with special educational needs is a crucial but often overlooked element of social inclusion. While there is now considerable official guidance on how to manage the school leaving process for young people with learning difficulties and/or disabilities, little is known about how to make effective transitions happen in practice. This book supports the transition experiences of young people with a range of special educational needs. The book: Provides insights into the experiences and perspectives of young people, their parents or carers and the professionals who support them during the transition period Explores influences on the decision-making processes and the involvement of young people and their parents or carers Suggests practical ways in which young people and their families and carers can be supported during the transition to adulthood. This is essential reading for Education students, teachers, headteachers, careers guidance and pastoral care personnel, parents or carers and educational psychologists.

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"The contents are not specifically nursing orientated but very neatly balanced to be of relevance to all working in the public health arena…the book is well written, the language is clear, and the concepts clearly and simply explained and easily understood" Journal of Biosocial Science What are epidemiology and public health? What is the nature of public health evidence and knowledge? What strategies can be used to protect and improve health? The second edition of this bestselling book provides a multi-professional introduction to the key concepts in public health and epidemiology. It presents a broad, interactive account of contemporary public health, placing an emphasis on developing public health skills and stimulating the reader to think through the issues for themselves.The new edition features additional material on: Historical perspectives Public health skills for practice Evaluation of public health interventions The nature of evidence and public health knowledge Translating policy and evidence into practice An Introduction to Public Health and Epidemiology is key reading for students of public health and healthcare professionals, including: nurses, doctors, community development workers and public health workers.

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What can computer simulation contribute to the social sciences? Which of the many approaches to simulation would be best for my social science project? How do I design, carry out and analyse the results from a computer simulation? Interest in social simulation has been growing rapidly worldwide as a result of increasingly powerful hardware and software and also a rising interest in the application of ideas of complexity, evolution, adaptation and chaos in the social sciences. Simulation for the Social Scientist is a practical textbook on the techniques of building computer simulations to assist understanding of social and economic issues and problems. This authoritative book details all the common approaches to social simulation, to provide social scientists with an appreciation of the literature and allow those with some programming skills to create their own simulations. New for this edition: A new chapter on designing multi-agent systems, to support the fact that multi-agent modelling has become the most common approach to simulation New examples and guides to current software Updated throughout to take new approaches into account The book is an essential tool for social scientists in a wide range of fields, particularly sociology, economics, anthropology, geography, organizational theory, political science, social policy, cognitive psychology and cognitive science. It will also appeal to computer scientists interested in distributed artificial intelligence, multi-agent systems and agent technologies.

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"A timely and welcome contribution to the research on loneliness and kindred phenomena."Lars Andersson, International Journal of Ageing and Later Life, 2010.Developments to the physical environment, scientific and technological innovation, the reorganisation of work and leisure and the impact of globalization and global capitalism have all influenced the nature of the world in which we now live. Social engagement and relationships, however, remain important at any age and their quality is a key element contributing to the quality of life of older people. This book provides a detailed account of loneliness and social isolation as experienced by older people living in Britain. The authors consider the incidence and effects of isolation and loneliness, identifying the factors which lead to such experiences and considering potential interventions. They also argue that these feelings are experienced at all stages of the life course and not unique to the social world of older people. Victor, Scambler and Bond rationalise that this is an important area, as both loneliness and social isolation are negatively associated with both quality and quantity of life - whilst the maintenance of social relationships is seen as a key component of 'successful ageing'.The Social World of Older People is important reading for students of social work, gerontology, community care and social policy as well as being of interest to policy makers and practitioners in these fields.

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Reviewers’ comments on the first edition:“Jane Johnston communicates a sense of effervescent enthusiasm for teaching and science, and her treatment is comprehensive.”TES“The ideas and recommendations, based on considerable classroom experience, make this book a valuable aid to students and reflective early years practitioners.”Primary Science Review“At last! A serious attempt to explore the scientific potential of infant and pre-school children… The author explains how scientific skills can be developed at an early stage, stimulating the natural inquisitive streak in children. This book…will start you thinking about science in a much more positive light.”Child EducationThis accessible and practical book supports good scientific practice in the early years. It helps practitioners to be creative providers, and shows them how to develop awe and wonder of the world in the children they teach. The book highlights the importance of a motivating learning environment and skilled interaction with well-trained adults. In addition, fundamental issues are explored such as the range, nature and philosophical underpinning of early years experiences and the development of emergent scientific skills, understandings and attitudes. New features for this edition include: An extended age range encompassing early learning from 0 – 8 Updated material for the Foundation Stage Curriculum for 3 – 5-year-olds and the National Curriculum 2000 for 5 – 8-year-olds A new chapter focusing on conceptual understanding and thinking skills in the early years An emphasis on the importance of informal learning and play in early development The book introduces and discusses new research and thinking in early years and science education throughout, making it relevant for current practice. This is an indispensable resource for all trainee and practising primary school teachers and early years practitioners.

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“Few people can talk about prisons with the authority and experience thatAndrew Coyle brings to his subject. A former prison governor, an academicauthor, an international activist and a practical reformer, Professor Coyleknows prisons inside and out, home and abroad, past and present. InUnderstanding Prisons he uses his impressive expertise to guide researchersthrough the changing world of the English prison. The result is an accessible,up-to-date, and highly informative book that will be welcomed by studentsand practitioners alike.”David Garland, NYU, author of The Culture of Control“Andrew Coyle has drawn on his lifelong experience of governing prisons inScotland and England and, as the former Director of the International Centrefor Prison Studies, Kings College, London, studying prisons worldwide. Hehas written a comprehensive account of the use of imprisonment and thecharacter of prisons. He persuasively argues that our continued, extensiveuse of imprisonment cannot simply be explained or justified by the incidenceof crime and could otherwise. His book merits close attention.”Rod Morgan, Chairman, Youth Justice BoardThere are over nine million men, women and children in prison around the world, and the number of people in prison in England and Wales has increased significantly in recent years. Yet in many respects prison remains the last secretive public institution in our society. Understanding Prisons provides a unique, in-depth examination of prisons – how they function, what they achieve, and their historical and political context. The book: Describes how prisons developed into their present form Looks at who is sent to prison and what happens to them while they are there Explains how the prison system and staff in England and Wales are organised Examines how order and control is maintained and how high security prisons operate Looks at prisoners’ families and the wider community Offers a future vision of the prison system This is essential reading for criminology and sociology students and researchers, criminal justice practitioners, the media and members of the public who are interested in learning more about the closed world of the prison.

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"Bennett and Holloway's Understanding Drugs, Alcohol, and Crime isthe best, most up-to-date and comprehensive examination for theUnited Kingdom of interactions among drugs, alcohol, and crime. Theauthors exhaustively and authoritatively survey current knowledge inthe UK, and from many other countries, on drug and alcohol use ascause, and consequence, of crime, and the effects of law enforcementand treatment responses. Clearly written, unfailingly lucid, andadmirably accurate, this book will be the indispensable work onBritish drug policy for many years to come."Professor Michael Tonry, University of Minnesota Law School, USA"What makes this book particularly interesting is the refreshingly non judgmental presentation which conveys the essence of very important issues in contemporary society. Therefore, this is an ideal text not only for students but also for policy makers, drugs and alcohol counsellors, treatment agencies and everyone interested in doing research on drugs, alcohol and crime." Nicoletta Policek, University of Abertay, Dundee "The publication is not only an excellent summary of the existing research in Great Britain, and to a lesser extent from other jurisdictions, it is a foundation for future research by evoking , and at times provoking, questions and offering a variety of possible responses."Hirsch Greenberg, University of Regina What is the connection between drugs, alcohol and crime? What works in reducing drugs and alcohol-related crime? The book provides a succinct overview of current theory and research on the links between drugs, alcohol use and crime. It discusses the legal and social context of drug and alcohol use and identifies current levels of consumption. Focusing on the UK context, it also takes into account international research where appropriate. Detailed review of the research literature on the connections between drug use and crime Examines the current government anti-drugs policy and assesses the effectiveness of programmes that have been used to reduce drug and alcohol-related crime. The book concludes that future government drugs policy should pay particular attention to the lessons learned from research on the connection between drug and alcohol use and crime. Ideal for criminology, criminal justice, social policy and social work students, this book will also be a useful source of information for policy makers, the police, probation workers, social workers, drugs and alcohol counsellors, treatment agencies, sentencers, voluntary agencies, Drug Action Teams, and others with an interest in research on drugs and crime.

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This is a new kind of book on public management. Using conversations, cases and original sources, it engages, in a challenging and amusing way, with the key themes and problems of the field. After writing many conventional books and articles Christopher Pollitt has turned to this novel approach in order to offer students, teachers and practitioners alike a refreshing introduction to both the 'classic' and the most fashionable issues in public management.The book provides a vigorous overview of such crucial topics as the differences and similarities between public and private sector management, the nature of the 'New Public Management', the development of networks and partnerships, the impacts of politics and citizen participation on public administration, changes in the ethics and value climate for public servants, and the fundamental question of what kind of advice academics can (and cannot) offer to practising managers. It is international in its scope and draws upon examples and sources from Europe, North America and Australasia.Although the style is lively and informal, the text is built upon a very wide range of academic writing and research. For those who wish to go deeper at any point, each chapter offers a summary of the litaerature and guidance on further sources.The Essential Public Manager offers readers a stimulating journey through the challenges facing those who run the basic systems and services in our societies. It constitutes a valuable new source for students, teachers and practising managers alike.

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"The style and language used by the authors make the book readable and therefore a book that practising teachers can actively use as a guide to improve their practice ...it is amply demonstrated that teaching can and should be an activity whose primary focus is to enhance students' learning capacity and not limit it." Journal of Inservice Education Why do some teachers insist on teaching without recourse to judgements about ability? What are the key principles on which they draw as they organize and provide for learning? What is the significance of their alternative approach for classrooms in the 21st century? This book explores ways of teaching that are free from determinist beliefs about ability. In a detailed critique of the practices of ability labelling and ability-focussed teaching, Learning without Limits examines the damage these practices can do to young people, teachers and the curriculum. Drawing on a research project at the University of Cambridge, the book features nine vivid case studies (from Year 1 to Year 11) that describe how teachers have developed alternative practices despite considerable pressure on them and on their schools and classrooms.The authors analyze these case studies and identify the key concept of transformability as a distinguishing feature of these teachers' approach. They construct a model of pedagogy based on transformability: the mind-set that children's futures as learners are not pre-determined, and that teachers can help to strengthen and ultimately transform young people's capacity to learn through the choices they make. The book shows how transformability-based teaching can play a central role in constructing an alternative improvement agenda.This book will inspire teachers, student teachers, lecturers and policy makers, as well as everyone who has a stake in how contemporary education and practice affect children's future lives and life chances.

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