Interest in the field of human-animal interactions is burgeoning, and researchers and educators are keen to understand the science undergirding research that helps us understand interactions between people and animals. Recently, exciting and innovative research is focusing on how people’s virtual interactions with animals can enhance their learning, social interactions, and well-being. This research aims to answer questions such as, "What types of interactions do people have with animals in a virtual context? How do people access and experience their virtual interactions with animals? Do virtual interactions with animals hold potential to enhance people’s well-being and learning in the same way that in-person interactions with animals have been documented? What educational strategies could be employed to enhance people’s virtual interactions with animals? How can we respect animals as research participants within a virtual context?" Drawing from seminal and cutting-edge research in the field of human-animal interactions, these questions and others are answered in Virtual Human-Animal Interactions. Research-informed and grounded in critical discussions of theory and practice, this book challenges readers to reconceptualize their understanding of research and practice exploring the complexities inherent in, and arising from, people’s virtual interactions with animals. Further, with an eye to the future, this book illuminates readers’ thinking around the empirical and practical implications of facilitating interactions between people and animals within virtual contexts. Researchers and educators from across disciplines will find Virtual Human-Animal Interactions both scientifically savvy and practical.
Teaching Primary Science Constructively helps pre-service teachers to create effective science learning experiences for primary students by using a constructivist approach to learning. This best-selling text explains the principles of constructivism, the implications for learning and teaching and discusses core strategies for developing science understanding and science inquiry processes and skills. Part 2 provides research-based ideas for implementing a constructivist approach within a number of content strands. Throughout there are strong links to the key ideas, themes and terminology of the latest Australian Curriculum: Science.
This title is now out of print. A new edition with e-book is available under ISBN 9780702041174. This practical handbook presents evidence-based guidelines for the identification and management of postnatal health needs. It reviews the evidence on the physical and psychological postpartum health problems experienced by women, and the primary management of these, and facilitates individualised care. The ten guidelines were developed by experts in postpartum health as part of a large randomised controlled trial and were peer reviewed by nationally acknowledged experts in each subject area. The guidelines were designed for use by midwives and incorporate criteria for referral, but will also be useful for other health professionals and for women. Leaflets presenting a summary of recommended management are held in a pocket inside the back cover, for ease of regular use. An essential reference for those involved with caring for women after childbirth; scientific evidence on management clearly reviewed, assessed and summarised in 'what to do' sections; each guideline is structured around one symptom area, incorporating definitions, prevalence estimates, risk factors and management, including referral; Lift-out leaflets on 'What to Do' are enclosed for easy use in clinical practice.
This book offers a practical, methodological guide to conducting arts-based research with children by drawing on five years of the authors’ experience carrying out arts-based research with children in Australia and the UK. Based on the Australian Research Council-funded Interfaith Childhoods project, the authors describe methods of engaging communities and making data with children that foreground children’s experiences and worldviews through making, being with, and viewing art. Framing these methods of doing, seeing, being, and believing through art as modes of understanding children’s strategies for negotiating personal identities and values, this book explores the value of arts-based research as a means of obtaining complex information about children’s life worlds that can be difficult to express verbally.
This book is a major advancement in the area of complexity and corporate governance. By bringing together a range of leading experts in the fields of complexity and corporate governance, this book manages to knowledgeably wed the emerging field of complex systems thinking with the more established area of corporate governance. It brings a range of new and exciting concepts, such as emergence, co-evolution and selforganisation, and integrates them into an overarching and holistic understanding of corporate governance that is a clear benefit to corporate actors and stakeholders. The book is a major resource for both academic and practitioner audiences.
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