Praise for the previous edition: “This is a passionate and practical book” Teaching in Higher Education “This book offers valuable insights into a process for becoming a reflective learner and for developing students into reflective learners as well.” Studies in Higher Education This significantly revised edition includes the most current thinking on reflective learning as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years. Based on rigorous theories, Facilitating Reflective Learning in Higher Education offers new insights for university and college teachers seeking to enhance or diversify their practices and allows them to effectively facilitate their students’ reflective learning.
This ground-breaking book will give you the skills you need to become an advanced coach. For many years, executive coaching assumed that feelings had no place at work, or in the coaching relationship. Fearful of getting into therapy, coaches ignored emotions at the expense of focusing on solutions too soon. Neuroscience is now showing us that emotion is the dominant part of the human brain and as coaches we can only ignore this at our peril. Everything in coaching is about trust between coach and client, and the only way to create trust is through skilled and sustained empathy. Coaching with Empathy explains what empathy is, why it matters so much in coaching and what can go wrong when it's missing. Coaches who can use the skill of empathy, in the moment, have in their hands a powerful tool to nurture change in their clients. Anne Brockbank and Ian McGill provide an easily followed guide about how to create empathy and sustain it with clients, before asking them to think rationally about a solution. This timely book also gives practical and sensible guidance on how to avoid getting out of your depth, working within the boundaries of your skill and knowledge.
Robust theory on mentoring and coaching is backed by practical support: training workshop templates, learning partner handouts, and a questionnaire for selecting prospective mentors.
Action learning is a continued process of learning and reflection with the support of a group of colleagues, working on real issues. The action learning method is increasingly used to bring innovation to many different fields of work. The principles of action learning can achieve improvement and transformation in a wide range of applications and disciplines, including professional training and educational contexts. This book is a comprehensive guide to action learning which maintains an accessible, practical focus throughout. It is packed with useful resources, including case studies and ideas for workshop sessions. Key topics covered include: * action learning in professional and educational settings * setting up, facilitating and evaluating an action learning programme * the roles and skills required to practice successfully * use of action learning in relation to the individual, the group and the organization * the role of reflection; and action learning theory. Newcomers to the area of action learning will find this an essential introduction which can be put to use straight away, while more experienced practitioners seeking a deeper understanding will value the thorough analysis of action learning theory.
This book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.
This revised edition includes the most current thinking on reflective learning, as well as stories from academics and students that bring to life the practical impact of reflection in action. Based on sound theoretical concepts, the authors offer a range of solutions for different teaching situations, taking into account factors such as group size, physical space, and technology. They also offer facilitation rather than traditional teaching methods as a productive and useful skill that helps teachers and encourages students to interact and develop reflexive skills that can be used beyond their student years.
The Fur Trade Revisited is a collection of twenty-eight essays selected from the more than fifty presentations made at the Sixth North American Fur Trade Conference held on Mackinac Island, Michigan, in the fall of 1991. Essays contained in this important new interpretive work focus on the history, archaeology, and literature of a fascinating, growing area of scholarly investigation. Underscoring the work's multifaceted approach is an introductory essay by Lily McAuley titled "Memories of a Trapper's Daughter." This vivid and compelling account of the fur-trade life sets a level of quality for what follows. Part one of The Fur Trade Revisited discusses eighteenth-century fur trade intersections with European markets. The essays in part two examine Native people and the strategies they employed to meet demands placed on them by the market for furs. Part three examines the origins, motives, and careers of those who actually participated in the fur trade. Part four focuses attention on the indigenous fur-trade culture and subsequent archaeology in the area around Mackinac Island, Michigan, while part five contains studies focusing on the fur-trade culture in other parts of North America. Part six assesses the fur trade after 1870 and part seven contains evaluations of the critical historical and literary interpretations prevalent in fur-trade scholarship.
First published in 1999, this rewarding volume offers a close and systematic analysis of the General Infirmary at Bath, which was founded in 1739 to grant ‘lepers and cripples, and other indigent strangers’ access to the spa waters. Four main themes are pursued in order to locate the hospital within its economic, socio-cultural and political contexts: arrangements for management and finance under the conditions of a prospering commercial economy; the rewards and restrictions experienced by the physicians and surgeons who donated their professional services free of charge; and the constructions of an integrated social and political élite around the physical and moral rehabilitation of the sick poor. In this way, the example of Bath – a stylish resort whose visitors and residents exemplified the dynamic of fashionable philanthropy – is used to open up issues of significance to our understanding of Georgian Britain as a whole.
Nurses and midwives, both qualified and in training, have a lively interest in how their professions have developed. A stimulating collection of research-based essays, this book explores and compares the distinct histories of nursing and midwifery in Britain from the beginning of the eighteenth century to the modern day.
What is the difference between a 'coach' and a 'mentor'? How can practitioner's and clients assess their benefits if there is little or no general understanding as to their meaning? This book offers answers by describing the different theoretical models available for coaching and mentoring and by looking at how these models are applied in practice. Robust theory is backed up by practical advice. Numerous practical exercises, case studies, templates - including a Training Workshop template - learning partner handouts and a questionnaire for selecting prospective mentors are included. Advice is also included on sensitive areas such as the boundary between mentoring or coaching and therapy, and the desirability of supervision and codes of practice.
This book gathers together details of seventeen case studies of learning in practice, after having set the issue of reflective learning in a theoretical context. The cases are drawn from a wide range of situations and discuss both apparent successes and failures. The cases are used as a basis to develop general findings. These general findings are expressed as themes and questions so that, as readers come across new circumstances, they are not limited by prescriptive recipes. Instead they are empowered by having both an open and focused approach: open because the starting point is questions rather than answers, and focused because the questions direct attention to factors that have been found to be influential for effective, reflective learning. The crucial factor is the ability of managers and others to extract quality learning from experience. Reflective Learning in Practice develops an approach that will help this to happen.
An Introduction to Career Learning and Development 11-19 is an indispensible source of support and guidance for all those who need to know why and how career learning and development should be planned, developed and delivered effectively to meet the needs of young people. It is a comprehensive resource providing a framework for career education conducive with the realities of lifelong learning, enterprise, flexibility and resilience in a dynamic world. It discusses the key under-pinning theory and policies and provides straight-forward, practical advice for students and practising professionals. Experts in the field provide essential guidance on: development and leadership of career education strategies in school planning and implementing career learning activities in the curriculum collaborative working and engagement between schools, colleges and Connexions services, as well as with parents, community and business organisations key organisations and where to find useful resources effective teaching and learning - active, participative and experiential learning approaches issues of ethics, values, equality and diversity guidance on self-evaluation, making the most of inspection, and quality standards and awards. An Introduction to Career Learning and Development 11-19 is an invaluable guide for teachers, teaching support staff, careers guidance professionals and all other partners in the delivery of CEIAG who wish to enhance their understanding of current and emerging practice and provide support that can really make a difference to young people’s lives.
The new edition of Raymond Stone’s Human Resource Management is an AHRI endorsed title that has evolved into a modern, relevant and practical resource for first-year HRM students. This concise 14-chapter textbook gives your students the best chance of transitioning successfully into their future profession by giving them relatable professional insights and encouragement to exercise their skills in authentic workplace scenarios. Complementary to your courses, with well written conceptual content, Stone’s 10th Edition will save you research and assessment prep time with a host of case studies that cement learnings and get students thinking critically.
The Shakespearean Forest, Anne Barton's final book, uncovers the pervasive presence of woodland in early modern drama, revealing its persistent imaginative power. The collection is representative of the startling breadth of Barton's scholarship: ranging across plays by Shakespeare (including Titus Andronicus, As You Like It, Macbeth, The Two Gentlemen of Verona and Timon of Athens) and his contemporaries (including Jonson, Dekker, Lyly, Massinger and Greene), it also considers court pageants, treatises on forestry and chronicle history. Barton's incisive literary analysis characteristically pays careful attention to the practicalities of performance, and is supplemented by numerous illustrations and a bibliographical essay exploring recent scholarship in the field. Prepared for publication by Hester Lees-Jeffries, featuring a Foreword by Adrian Poole and an Afterword by Peter Holland, the book explores the forest as a source of cultural and psychological fascination, embracing and illuminating its mysteriousness.
Bradykinin is frequently referred to as an elusive substance; the editor of a comprehensive volume dealing with kinins thus has a difficult task. The com plexity of the issues calls for a large number of contributors who approach the topics from the various angles that are dictated by the sometimes divergent views of the individuals. The editor saw no reason to prescribe the mode of presentation, which was left to the authors and accounts for the variety of approaches. Contributors from nine countries were asked to participate in the volume. The chapters were organized to present, first, the history of the discoveries and methods of approach to kinin research. Then follows a discussion of the enzymes that release kinins, their substrates, and other enzymes that inactivate the peptides. If the release of kinin is important, then the inhibition of the releasing enzymes is of obvious interest and is described. Since the measurement of kinin ogen levels in blood has been frequently used as an indicator of kinin liberation, in addition to a separate chapter, kininogens are also mentioned where the functions of kinins are discussed. The conclusions drawn from establishing structure-action relationships for many analogs and the actions of kinins are indicated and summarized.
How has the recession affected the conduct of human resource management? How have HR departments and managers fared? Have leading firms taken measures to sustain and revive their businesses through innovative HR measures? How have union representation and influence been affected? Is the recession reshaping work and employment practices? These are among the questions answered in Recession at Work, the first systematic study in Europe to deal with the effects of the economic crisis on people at work. Drawing on survey data for Ireland provided by nearly 500 managers responsible for human resources, on focus groups of HR managers and trade union officials, and on detailed case studies of six major firms, the book provides an unrivalled picture of the effects of the current recession on how people are managed and how they are represented by trade unions. Examining the effects of the Irish recession on work and employment in the context of international experience and commentary, this book provides detailed information and analysis on the ways in which firms have sought to handle the challenges that have arisen since the severe reverse in Ireland’s economic fortunes in 2008.
What did it mean to be old in seventeenth- and eighteenth-century England? This eight-volume edition brings together selections from medical treatises, sermons, legal documents, parish records, almshouse accounts, private letters, diaries and ballads, to investigate cultural and medical understanding of old age in pre-industrial England.
Drawing on theories of whiteness, stigma, identity formation and identity work, this monograph aims to explore the ways in which racial categories continue to structure the lives of professionals of colour in South Africa. Using a Bourdieusian lens, it draws on personal narratives of professionals in the fields of accounting, engineering and industrial psychology, examining how stigma and whiteness continue to constrain their identity development in the public, professional and personal spaces they inhabit. Examining the unique post-Apartheid situation of South Africa, this book will be valuable reading to scholars interested in the intersection of race, professions and organisation.
This book reveals the ever-present challenges of patient care at the forefront of medical knowledge. Syphilis and gonorrhoea played upon the public imagination in Victorian and Edwardian England, inspiring fascination and fear. Seemingly inextricable from the other great 'social evil', prostitution, these diseases represented contamination, both physical and moral. They infiltrated respectable homes and brought terrible suffering and stigma to those afflicted. Medicine, Knowledge and Venereal Diseases takes us back to an age before penicillin and the NHS, when developments in pathology, symptomology and aetiology were transforming clinical practice. This is the first book to examine systematically how doctors, nurses and midwives grappled with new ideas and laboratory-based technologies in their fight against venereal diseases in voluntary hospitals, general practice and Poor Law institutions. It opens up new perspectives on what made competent and safe medical professionals; how these standards changed over time; and how changing attitudes and expectations affected the medical authority and autonomy of different professional groups.
For the Renaissance, all the world may have been a stage and all its people players, but Shakespeare was also an actor on the literal stage. Meredith Anne Skura asks what it meant to be an actor in Shakespeare's England and shows why a knowledge of actual theatrical practices is essential for understanding both Shakespeare's plays and the theatricality of everyday life in early modern England. Despite the obvious differences between our theater and Shakespeare's, sixteenth-century testimony suggests that the experience of acting has not changed much over the centuries. Beginning with a psychoanalytically informed account of acting today, Skura shows how this intense and ambivalent experience appears not only in literal references to acting in Shakespearean drama but also in recurring narrative concerns, details of language, and dramatic strategies used to engage the audience. Looking at the plays in the context of both public and private worlds outside the theater, Skura rereads the canon to identify new configurations in the plays and new ways of understanding theatrical self-consciousness in Renaissance England. Rich in theatrical, psychoanalytic, biographical, and historical insight, this book will be invaluable to students of Shakespeare and instructive to all readers interested in the dynamics of performance.
By integrating complementary and alternative medicine (CAM) with traditional medical treatment, this volume represents the next generation in the evolving field of integrative medicine. Features a unique approach and case studies immediately applicable to clinical practice. Far more than a review of CAM modalities, this is an evidence-based and clinically authoritative guide for family medicine and primary care providers.
An Integrative Approach to Therapy and Supervision presents an innovative and flexible model for therapy and supervision practice. The model draws on ideas from the psychological traditions of Transactional Analysis, Gestalt theory and Cognitive Behavioural Therapy to develop an integrated approach to working with clients and to developing a supervisor-supervisee relationship that can be adapted to suit the needs of individual personalities and situations. The authors lay out the theory underlying the model, how it relates to existing models of supervision, and demonstrate how the model works in practice using case material to illustrate the range of approaches that can be applied in a given scenario. This book is essential reading for both new and experienced practitioners, as well as those responsible for training therapists, counsellors and supervisors.
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