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1. |
Record Nr. |
UNISA990005747620203316 |
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Autore |
Essex Conference on the sociology of Literature |
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Titolo |
[ Sixteenfortytwo] 1642 : literature and power in the Seventeenth Century : Proceedings of the Essex Conference on the Sociology of literature / edited by Francis Barker ... [et al.] |
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Pubbl/distr/stampa |
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Colchester : University of Essex, 1981 |
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Descrizione fisica |
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Disciplina |
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Soggetti |
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Letteratura - Temi[:] Potere - Sec. 17 |
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Collocazione |
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Lingua di pubblicazione |
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Materiale a stampa |
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Livello bibliografico |
Monografia |
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2. |
Record Nr. |
UNINA9910810345003321 |
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Autore |
Fry Barbara <1948-> |
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Titolo |
Fast facts for the clinical nurse manager : managing a changing workplace in a nutshell / / Barbara Fry |
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Pubbl/distr/stampa |
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New York, New York : , : Springer Publishing Company, , 2016 |
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©2016 |
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ISBN |
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Edizione |
[Second edition.] |
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Descrizione fisica |
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1 online resource (213 p.) |
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Collana |
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Disciplina |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Cover; Title; Copyright; Contents; Preface; Organization; Conversation Guides and Activities; Summary; Acknowledgments; Share Fast Facts for the Clinical Nurse Manager: Managing a Changing Workplace in a |
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Nutshell, Second Edition; Part I: The Bottom Line: Managing What Now Lies Beneath; Chapter 1: The Buck Stops Here: Managing Professional Practice; Toward a New Way of Being; 24/7/365 is Not Enough Time; Managing Change to Ensure Safe, Competent, Ethical Practice; Professional Practice Standards Check-In; Practice Standards in a Practice Setting; Strategies for Promoting Standards of Practice |
The Bottom Line is Not About MoneyChapter 2: Power, Politics, and Possibilities: Managing the Art of the Possible; "P" Words: Positive Power, Politics, and Possibilities; Power, Politics, and Possibility Ponderables; Power to Choose Your Attitude; Attitude Matters; Choosing Powerlessness; Choosing a Positive Personal and Professional Way of Being; 12 Terrific Strategies for Powering Up Personally and Professionally; Powering Up Politically; A Note of Caution: When Nurse Managers "Hang Out" With Staff; Managing the Art of the Possible |
Chapter 3: Competencies for a Changing Workplace: Managing New Rules, New RolesOh, the Times They are a Changin'; Remembering the Good Ol' Days; Extra! Extra! Read All About It! Professional Nursing Practice in a State of Transition; You've Come a Long Way, Baby!; A Bird's-Eye View of the Good Ol' Days of Nursing Management; Today's Nurse Managers; New Competencies: Risk Taking, Innovation, Creativity, and Flexibility; From No Name to New Name: Tips to Help Staff Reframe Their Practice; Reference; Part II: The Here and Now: Managing New Realities |
Chapter 4: Anticipating Change: Managing Staff Anxiety, Uncertainty, and FearAnxiety, Uncertainty, and Fear in a Changing Workplace; Go Ahead: Express Yourself!; They Need to Just Get on with It, Right?; The Importance of Filling in the Blanks; You Can't Make Staff Buy into Change; It's a Matter of Trust; Calming the Tempest in the Teapot: Minimizing Staff Fear and Anxiety; That "Soft, Fuzzy Stuff" Matters; Chapter 5: Got Gap? Managing the Intergenerational Workplace; The Challenges of Managing Generational Cohorts; Know Your Generational Mix; Interesting Tidbits About the Generations |
What the Generations Can Offer Each OtherJust Tell Me What You Want-What You Really, Really Want; Got Gap?; Crisis or Opportunity?; Chapter 6: "It Was the Best of Times, It Was the Worst of Times . . . " Managing and Facilitating Change and Transitions; The Metaphorical Train of Change is Comin' Down the Track; The Ripple Effect of Organizational Change; Nurses' Anger; Know Your Workplace Culture; Smart Messengers Don't Get Shot; Don't Tell: Facilitate!; Crash Course in Facilitation 101; Snags, Roadblocks, and Workplace Varmints; Follow the Leader: Leading Change; Change Can Be Hard |
Transitions Can Be Harder |
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3. |
Record Nr. |
UNINA9910827947903321 |
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Autore |
Horn Eva M. |
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Titolo |
Six steps to inclusive preschool curriculum : a UDL-based framework for children's school success / / by Eva M. Horn, Ph.D ; Susan B. Palmer, Ph.D ; Gretchen D. Butera, Ph.D ; and Joan A. Lieber, Ph.D ; with invited contributors |
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Pubbl/distr/stampa |
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Baltimore, Maryland : , : Brookes Publishing, , [2016] |
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©2016 |
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ISBN |
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1-59857-805-7 |
1-59857-803-0 |
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Descrizione fisica |
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1 online resource (257 p.) |
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Disciplina |
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Soggetti |
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Education, Preschool - Curricula |
Early childhood education - Curricula |
Inclusive education |
Children with disabilities - Education (Preschool) |
Children with disabilities - Education (Early childhood) |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Note generali |
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Description based upon print version of record. |
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Nota di bibliografia |
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Includes bibliographical references and index. |
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Nota di contenuto |
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Machine generated contents note: About the Authors -- About the Contributors -- Foreword -- Sam Odom, Karen Diamond, and Marci Hanson Preface -- I. Laying the Foundation1. Introduction -- Eva Horn, Susan Palmer, Gretchen Butera, and Joan Lieber -- 2. The CSS #43 Curriculum Planning Framework -- Eva Horn, Susan Palmer, Gretchen Butera, and Joan Lieber -- 3. Foundations of Components of Challenging Curriculum -- Joan Lieber, Amber Friesen, Susan Palmer, Debra Drang, Alina Mihai, Jill Clay, and Potheini Vaiouli Appendix 3A: Curriculum Content Checklist 4. Integration of Challenging Curriculum Content -- Eva Horn, Joan Lieber, Gretchen Butera, Jean Kang, and Susan PalmerAppendix 4A: Example Activity Set, Theme-All About Me Appendix 4B: Small and Large Group Activity Plan Form Appendix 4C: Literacy Activity Plan Form5. Foundations of Universal Design for Learning -- Eva Horn, Jean Kang, Audra Classen, and Susan Palmer Appendix 5A: UDL Guiding Questions 6. Foundations of Differentiation |
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and Individualization -- Eva Horn, Jean Kang, Audra Classen, and Joan LieberAppendix 6A: Matrix Development Checklist Appendix 6B: ELO Activity Matrix Appendix 6C: ELO At-A-Glance Form 7. Components of Progress Monitoring -- Susan Palmer, Gretchen Butera, Amber Friesen, and Jill ClayAppendix 7A: Decision-Making Checklist for Class-wide Progress Appendix 7B: Goal Attainment Scaling FormII. Implementation: Key Elements for Supporting Children's School Success 8. Organization of the Learning Environment -- Joan Lieber, Eva Horn, Debra Dang, and Gretchen Butera Appendix 8A: Example Activity Set, Theme-Let's Explore Our World -- 9. Addressing Challenging Behaviors -- Susan Palmer, Gretchen Butera, Audra Classen, and Jean Kang 10. Adults Working and Playing Well Together -- Gretchen Butera, Amber Friesen, Eva Horn, Susan Palmer, and Potheini VaiouliAppendix 10A: Collaboration Planning Form Appendix 10B: Improvement and Action Planning Form11. Connecting with Families to Support Children's School Success -- Gretchen Butera, Amber Friesen, Alina Mihai, Potheini Vaiouli, and Jill Clay 12. Summing it Up :The CSS/3 Curriculum Framework -- Gretchen Butera, Eva Horn, Susan Palmer, and Joan Lieber References -- Index. |
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Sommario/riassunto |
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" How can inclusive early educators plan and deliver challenging instructions to help all young learners succeed in kindergarten? This guide has authoritative answers from some of today's most renowned names in early childhood education. Presenting the Children's School Success #43 (CSS #43) framework, for building a UDL-based plan for inclusive preschool instruction, this book is a powerful tool for using your existing curriculum to address each child's unique learning needs. Through practical, evidence-based strategies and guidelines, you'll discover how to equalize access to curriculum content while giving learners multiple ways to access and possess new knowledge. Keep this resource at your fingertips to guide your curriculum and instruction, so all young children have the skills they need to success in kindergarten and beyond.LEARN HOW TO Identify a developmentally appropriate scope and sequence for your students' learning objectives Ensure a coherent, engaging curriculum that continuously builds on the knowledge and skills your students acquire Develop UDL-based activity plans that support every child's learning Use differentiation and individualization strategies for students who need extra supports Select and implement successful progress monitoring strategies Improve your teaching through a continuous loop of planning, instruction, and monitoring Work and play well with your colleagues Engage in partnership with families to support their children's success PRACTICAL MATERIALS: You'll get a wealth of downloadable online resources for implementing the framework, plus specific tips and strategies on addressing key topics such as behavior, classroom organization, and collaboration with families. You'll also see the framework in action, with recurring vignettes in diverse early childhood settings, including a public preschool, a Head Start classroom, and an early childhood special education classroom"-- |
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4. |
Record Nr. |
UNINA9910148815803321 |
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Autore |
Harlem O.K |
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Titolo |
Communication in Medicine: a Challenge to the Profession / / O.K. Harlem |
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Pubbl/distr/stampa |
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Basel : , : S. Karger, , 1977 |
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ISBN |
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Edizione |
[1st ed.] |
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Descrizione fisica |
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1 online resource (XII + 108 pages) : : 14 figures |
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Disciplina |
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Soggetti |
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General Medicine |
Communication |
Documentation |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Sommario/riassunto |
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<em>A Karger 'Publishing Highlights 1890–2015' title</em> <br /> From the preface by M.M. Cummings, then Director National Library of Medicine: '... much needed. Communications in medicine have been recognised as a deficiency in health care delivery for many years, yet few have attempted to analyze the reasons for the problem and fewer persons have made the effort to provide a guide to its solution. ... [Harlem's] approach to the problem is quite pragmatic since it draws on his extensive experience as a medical educator, practitioner and editor. ... [His] views on speaking and writing deserve every student's and physician's careful attention.' What he presents is still very pertinent for the dialogue in medicine, even if there are now further, electronic means of (mis)communication. |
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