All too often, pain in ridden horses is labelled as 'bad' behaviour. The apparently ‘sound’ horse is 'naughty', 'lazy', 'difficult', 'explosive', 'spooky', 'nappy', and more. These labels are wrong. Pain impacts all aspects of a horse's performance, including its partnership with the rider, and its potential to progress. It does not always create lameness. Relieving pain can lead to greater potential, a deeper partnership, and improved performance. In ‘Harmonious Horsemanship: Use of the Ridden Horse Ethogram to Optimise Potential, Partnership and Performance', Sue Dyson and Sue Palmer share their professional knowledge and experience. You will learn how to use a checklist of 24 behaviours to check for musculoskeletal pain in ridden horses. The book includes a gripping mix of research studies, contributions from industry experts, and real-life case studies. Only by first recognising pain can we then address it through accurate assessment, diagnosis, and treatment. This book, full of practical tools and backed by solid robust science, teaches you how to use ridden behaviour to recognise the subtle signs of pain, even in horses that appear to be sound. It is for anyone who cares about the horse, whether you are an interested amateur owner or an experienced equestrian professional. Together, we can make the world a better place for horses.
This book explores the academic processes of nursing education in times of uncertainty around healthcare policy and healthcare provision. Grounded in research examining current theory, policy and culture around nursing pedagogy, Sue Dyson addresses the core issues facing nurses today and argues that the current curriculum no longer reflects or serves contemporary nursing practice. In a time of scandals, cuts in funding and shortfalls in the profession, this book provides an answer to the growing call for a dynamic restructuring of nurse education. Offering a critical analysis of innovative pedagogies for nursing, the author proposes the notion of the co-created curriculum as a way forward for nurse education in the post-Francis era. This will be an invaluable read to academics, practitioners and policy makers in the fields of nursing, medicine, education, education policy and medical sociology.
Despite consistent improvements in the school systems of over recent years, there are still too many children who miss out. It is not only children from disadvantaged backgrounds attending hard-pressed urban schools that the system is failing - even in the most successful schools there are often groups of learners whose experience of schooling is less than equitable. As a result of their close involvement with a group of schools serving a predominantly working-class community over five years, the authors of this book offer an analysis of how marginalisation within schools can arise, and provide suggestions for responding to this crucial policy agenda. They propose a teacher-led inquiry strategy that has proved to be effective in moving forward thinking and practice within individual schools. However, their research has shown that using the same strategy for system change is problematic within a policy context that emphasises competition and choice. Learning from this experience, the authors analyse the factors that inhibit the collaborative approach needed to reduce inequities that exist between the schools, in order to formulate proposals that can move the system as a whole towards more equitable provision. In Developing Equitable Education Systems, the authors focus on the way teachers’ sense of ‘fairness’ can become a powerful starting point, helping individual schools to inquire into and develop their own practice and provision. They provide practical suggestions for practitioners about ways of working that can create a greater sense of equity within particular school contexts, and highlight the barriers to a wider strategy for reducing system inequities that reside in local and national policies and traditions. At a time when government policies in many countries move to extend the diversity of educational provision - for example, through the introduction of charter schools in the USA, free schools in Sweden and academies in England - the authors also include a set of recommendations that offer a timely warning against the fragmentation of school systems in the misguided belief that competition benefits all children. They suggest that a more sensible approach would be to avoid situations whereby the improvement of one school leads to a decline in the resources available to, and subsequently the performance of, others.
This research project aims to inform the development of guidelines for tertiary response services to respond effectively to the needs of women with disabilities. Surveys and case studies were undertaken with support services in Australia to investigate current models and approaches and good practice. This was supplemented with interviews with women with disabilities who were either clients of the services or who had never used such services, regarding service use and help seeking. This report presents the findings of the project and recommendations regarding promoting access and accessibility, building cross-sector collaboration, involving women with disabilities, and data collection.
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