Legal and ethical competence is a cornerstone of professional midwifery practice and an essential part of midwifery training. Law and Ethics for Midwifery is a unique and practical resource for student midwives. Written by an experienced midwifery lecturer, this text draws on a wide variety of real life case studies and focuses particularly on the core areas of accountability, autonomy and advocacy. Opening with two chapters providing overviews respectively of ethical theories and legislation, the book is then arranged thematically. These chapters have a common structure which includes case studies, relevant legislation, reflective activities and a summary, and they run across areas of concern from negligence through safeguarding to record-keeping. Grounded in midwifery practice, the text enables student midwives to consider and prepare for ethical and legal dilemmas they may face as midwives in clinical practice.
Legal and ethical competence is a cornerstone of professional midwifery practice and an essential part of midwifery training. Law and Ethics for Midwifery is a unique and practical resource for student midwives. Written by an experienced midwifery lecturer, this text draws on a wide variety of real life case studies and focuses particularly on the core areas of accountability, autonomy and advocacy. Opening with two chapters providing overviews respectively of ethical theories and legislation, the book is then arranged thematically. These chapters have a common structure which includes case studies, relevant legislation, reflective activities and a summary, and they run across areas of concern from negligence through safeguarding to record-keeping. Grounded in midwifery practice, the text enables student midwives to consider and prepare for ethical and legal dilemmas they may face as midwives in clinical practice.
A trailblazing, conversation-starting history of women’s health—from the earliest medical ideas about women’s illnesses to hormones and autoimmune diseases—brought together in a fascinating sweeping narrative. Elinor Cleghorn became an unwell woman ten years ago. She was diagnosed with an autoimmune disease after a long period of being told her symptoms were anything from psychosomatic to a possible pregnancy. As Elinor learned to live with her unpredictable disease she turned to history for answers, and found an enraging legacy of suffering, mystification, and misdiagnosis. In Unwell Women, Elinor Cleghorn traces the almost unbelievable history of how medicine has failed women by treating their bodies as alien and other, often to perilous effect. The result is an authoritative and groundbreaking exploration of the relationship between women and medical practice, from the "wandering womb" of Ancient Greece to the rise of witch trials across Europe, and from the dawn of hysteria as a catchall for difficult-to-diagnose disorders to the first forays into autoimmunity and the shifting understanding of hormones, menstruation, menopause, and conditions like endometriosis. Packed with character studies and case histories of women who have suffered, challenged, and rewritten medical orthodoxy—and the men who controlled their fate—this is a revolutionary examination of the relationship between women, illness, and medicine. With these case histories, Elinor pays homage to the women who suffered so strides could be made, and shows how being unwell has become normalized in society and culture, where women have long been distrusted as reliable narrators of their own bodies and pain. But the time for real change is long overdue: answers reside in the body, in the testimonies of unwell women—and their lives depend on medicine learning to listen.
There must be some connection between our deontic notions, rightness and wrongness, and our responsibility notions, praise- and blameworthiness. Yet traditional approaches to each set of concepts tend to take the other set for granted. This book takes an integrated approach to these questions, drawing on both ethics and responsibility theory, and thereby illuminating both sets of concepts. Elinor Mason describes this as 'normative responsibility theory': the primary aim is not to give an account of the conditions of agency, but to give an account of what sort of wrong action makes blame fitting. She presents a pluralistic view of both obligation and blameworthiness, identifying three different ways to be blameworthy, corresponding to different ways of acting wrongly. First, ordinary blameworthiness is essentially connected to subjective wrongness, to acting wrongly by one's own lights. Subjective obligation, and ordinary blame, apply only to those who are within our moral community, who understand and share our value system. By contrast, detached blame can apply even when the agent is outside our moral community, and has no sense that her act is morally wrong. In detached blame, the blame rather than the blameworthiness is fundamental. Finally, agents can take responsibility for some inadvertent wrongs, and thus become responsible. This third sort of blameworthiness, 'extended blameworthiness', applies when the agent understands the objective wrongness of her act, but has no bad will. In such cases, the social context may be such that the agent should take responsibility, and accept ordinary blame from the wronged party.
Called Òthe most unusually voyeuristic anthropology study ever conductedÓ by the New York Times, this groundbreaking book provides an unprecedented glimpse into modern-day American families. In a study by the UCLA Sloan Center on Everyday Lives and Families, researchers tracked the daily lives of 32 dualworker middle class Los Angeles families between 2001 and 2004. The results are startling, and enlightening. Fast-Forward Family shines light on a variety of issues that face American families: the differing stress levels among parents; the problem of excessive clutter in the American home; the importance (and decline) of the family meal; the vanishing boundaries that once separated work and home life; and the challenges for parents as they try to reconcile ideals regarding what it means to be a good parent, a good worker, and a good spouse. Though there are also moments of connection, affection, and care, itÕs evident that life for 21st century working parents is frenetic, with extended work hours, childrenÕs activities, chores, meals to prepare, errands to run, and bills to pay.
Compiled in one book, the essential collection of books by Elinor Glyn Beyond The Rocks The Damsel and the Sage Elizabeth Visits America Halcyone His Hour Man and Maid The Man and the Moment The Point of View The Price of Things The Reason Why Red Hair The Reflections of Ambrosine Three Things Three Weeks The Visits of Elizabeth
Advances in the social sciences have emerged through a variety of research methods: field-based research, laboratory and field experiments, and agent-based models. However, which research method or approach is best suited to a particular inquiry is frequently debated and discussed. Working Together examines how different methods have promoted various theoretical developments related to collective action and the commons, and demonstrates the importance of cross-fertilization involving multimethod research across traditional boundaries. The authors look at why cross-fertilization is difficult to achieve, and they show ways to overcome these challenges through collaboration. The authors provide numerous examples of collaborative, multimethod research related to collective action and the commons. They examine the pros and cons of case studies, meta-analyses, large-N field research, experiments and modeling, and empirically grounded agent-based models, and they consider how these methods contribute to research on collective action for the management of natural resources. Using their findings, the authors outline a revised theory of collective action that includes three elements: individual decision making, microsituational conditions, and features of the broader social-ecological context. Acknowledging the academic incentives that influence and constrain how research is conducted, Working Together reworks the theory of collective action and offers practical solutions for researchers and students across a spectrum of disciplines.
This textbook provides a comprehensive introduction to post-Cold War military theory for students of strategic studies. This second edition has been fully revised and updated, including a new chapter on peacekeeping, and examines contemporary strategic thought on the conduct of war in the sea, land, air, nuclear, space and cyber domains, as well as irregular warfare. Each chapter identifies contemporary strategic thinkers in a particular area, examines strategic thought through the lens of identifiable themes, and discusses the ideas of classical strategists to provide historical context. Examples of the link between the use of military force and the pursuit of political objectives are presented, such as airpower against ISIS and in Libya, counterinsurgency in Afghanistan and Iraq, counter-piracy operations off the coast of Africa, and the Stuxnet virus in Iran. The chapters identify trends, statements and principles that indicate how military power can best be employed to effect political ends, while the conclusion paints an overall picture of the relationship between classic and contemporary strategic thinking within each warfare domain. This book will be essential reading for students of strategic studies, war studies and military history, and is highly recommended for students of security studies and international relations in general.
This volume explores the relationship between language and culture while considering its implications for the teaching of modern foreign languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematises the impacts of a separation of language and content in German degree programmes. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualises established models of criticality (Barnett) and intercultural communicative competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in intercultural communication, language education and applied linguistics, this volume provides a thorough discussion for the ways in which modern language programmes in higher education can be improved. Additionally, those carrying out research in the fields of language teaching and language policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.
More than 2,800 citations indexed by author and by subject comprise this bibliography of studies on the physiology of exercise. Selected from a vast literature on physical stress, the majority of works in this listing concern basic physiology. The emphasis is on studies representing the origin and development of fundamental concepts, although some clinical studies with implications for basic physiology are included. The bibliography includes references from a period, 1500 to 1964, not available through the computerized retrieval system (MEDLARS) of the National Library of Medicine. Most entries were published in the late nineteenth and twentieth centuries and thus reflect the growth of the field.
Key Persons in the Early Years aims to explain what a Key Person is, the theory behind the approach and the practicalities of implementation. Practical in its approach and containing case studies as examples of reflective practice, this second edition details the role of the Key Person across all ages in the early years. This new edition has been fully updated in line with the EYFS and features a new chapter on the Key Person approach with 3-5 year olds. The book offers guidance on: making the Key Person approach work in your setting with realistic strategies; the benefits of this approach for children's well being, for their learning and to ensure equal chances for all children; potential challenges and problems and how to overcome them drawing on accounts from practitioners of their journey in implementing this approach. This book will be an essential text for practitioners and students who wish to fully understand the Key Person role and how it can benefit children, parents and their setting.
Electronic Money Flows describes the far-reaching present changes under way in payments and capital markets. Electronic payment forms are in the process of molding a new financial regime-largely shared and inter dependent-throughout the world. Our earlier Electronic Funds Transfers and Payments (Kluwer, 1987) looked at the new money technology in its initial phases of development and in broad focus. Then, as now, the contributors came from many different disciplines. The synthesis of their diverse views laid out the background for the electronic payments revolution to come, and the great benefits but also risks for segmented sectors of society. The old questions have not gone away; new ones have been added to the agenda. For example, what is the nature of money today amidst an array of computer-based options? What money and turnover concepts are appropriate to the electronic age? What are the effects of high-speed money flows on markets, volatility, money control, even the business cycle? Is the financial system more prone to instability but also to faster correction, given the swift movement of money and payments? At the same time, is privacy imperilled by the ubiquitous computer-linked webs that move both information and money? This second book is thus companion to Electronic Funds Transfers and Payments and expands upon it. Contributors discuss the expectations that have and have not come to fruition, together withthe new issuesofthe past four years.
This volume explores the relationship between language and culture whilst considering its implications for the teaching of Modern Foreign Languages in higher education. Drawing on a comparative empirical study conducted at universities both in the UK and US, this text problematizes the impacts of a separation of language and content in German degree modules. Illustrating the need for a curriculum which fosters the development of intercultural competence and criticality, Parks reconceptualizes established models of Criticality (Barnett) and Intercultural Communicative Competence (Byram). The chapters in this volume discuss a range of important topics including; language graduates with deep translingual and transcultural competence, observed differences and similarities between British and American universities and faculty and student voices: developing intercultural competence and criticality. Aimed at scholars with research interests in Intercultural Communication, Language Education and Applied linguistics, this volume provides a thorough discussion for the ways in which Modern Language programmes in higher education can be improved. Additionally, those carrying out research in the fields of Language Teaching and Language Policy in higher education will find Developing Critical Cultural Awareness in Modern Languages to be of great relevance.
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