Why Hospitals Fail : Between Theory and Practice / / edited by Prasad Godbole, Derek Burke, Jill Aylott

• Record Nr.: UNINA9910254648703321
• Pubbl/distr/stampa: Cham : , : Springer International Publishing : , : Imprint : Springer, , 2017
• ISBN: 3-319-56224-X
• Edizione: [1st ed. 2017.]
• Descrizione fisica: 1 online resource (X, 172 p. 54 illus., 36 illus. in color.)
• Disciplina: 353.6
• Soggetti: Health administration; Medicine - Practice; Health Administration; Practice and Hospital Management
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Nota di contenuto: The challenge of context -- What are the factors that cause failure? -- Return on investment of engaged and skilled medical staff -- Contribution of medical leaders to successful transformational change -- Theory of Leadership -- Team Working -- Change and OD -- Learning Styles, undertaking a self assessment of leadership learning needs -- Strategic planning -- Transformation, Efficiency, Effectiveness -- Clinicians versus managers or the new hybrid? -- Practice -- Case Studies.
• Sommario/riassunto: This book explores the current wider political, social and economic context of hospitals in the public and private sector globally and identifies the push and pull tension between the demands of the quality regulator and the requirements of health care commissioning processes. This book draws on the evidence of what works to improve the quality of hospital services in the development of medical and clinical leadership models. The book seeks to develop a specific paradigm shift in understanding the development of medical leaders by promoting a culture of engagement through participation and one that is defined by the experiences of medical leaders. The editors examine new and emergent models of leadership and their contribution to explain effective and sustainable change and suggest that theoretical ; models of leadership are often unable to explain many of the practice led challenges presented in hospitals. It will be useful reading for specialists seeking to develop their own learning as a leader and who identify their learning needs.

The culture of child care : attachment, peers, and quality in diverse communities

• Record Nr.: UNINA9910154631303321
• Pubbl/distr/stampa: New York, NY : , : Oxford University Press, , 2016
• ISBN: 0-19-021810-X
• Descrizione fisica: 1 online resource
• Collana: Child development in cultural context series The culture of child care
• Classificazione: PSY004000PSY002000
• Disciplina: 372.2101/9
• Soggetti: Developmental psychology - Social aspects; Child development - Evaluation; Child care; Cultural pluralism; Psychology; Social Sciences
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: Bibliographic Level Mode of Issuance: Monograph
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Machine generated contents note: -- Preface -- Acknowledgments -- About the Editors -- Contributors -- Part I: Laying the Groundwork: Connecting Social-Cultural Context, Teacher-Child Attachment, and Peer Relations in Child Care -- Chapter 1: Children and child care: A theory of relationships within cultural communities -- Carollee Howes -- Part II. Quality and Context in an Ethnically Diverse Society -- Chapter 2: Understanding child care quality and implications for dual language learners -- Sadie L. Hasbrouck and Robert Pianta -- Chapter 3: "But Mommy doesn't do it like that": Considering cultural congruency between home and child care in the development of African American children -- Kay E. Sanders -- Chapter 4: Where the children are: Exploring quality, community, and support for family, friend and ; neighbor child care -- Eva Shivers and Flora Farago -- Part III. Relationships in Child Care: Beyond Risk and into Resilience -- Chapter 5: The fourth 'R': Relationships, shifting from risk to resilience -- Jennifer A. Vu -- Chapter 6: Relationships and social trust in early childhood programs: The importance of context and mixed methods -- Tom Weisner -- Part IV. Peer Interaction as a Cultural Practice in Early Childhood -- Chapter 7: Young children's peer relations with cross-ethnic peers: Implications, limitations, and future directions -- Linda Lee -- Chapter 8: Playing pretend and ready to learn: Peer play as a scaffold for development among low-income Latino children -- Alison Wishard Guerra -- Chapter 9: The first peers: Sibling play interactions across African American, Latino and Asian childhoods -- Nora Obregon -- Chapter 10: Preschool peer play interactions, a developmental context for learning for ALL children: Rethinking issues of equity and opportunity -- Rebecca J. Bulotsky Shearer, Christine M. McWayne, Julia L. Mendez, and Patricia H. Manz -- Part V: Methodological Implications for Applied Research on Child Care as a Context for Early Childhood Development -- Chapter 11: Large-scale evaluations of child care as a context for development: Implications for research and practice -- Margaret Burchinal -- Chapter 12: Observation and interview methodology in ethnically diverse contexts: Methods and measurement of the contexts of early childhood development -- Allison Sidle Fuligni -- Part VI: Conclusion and Commentary -- Chapter 13: Putting the horse before the cart: Why diversity must be at the forefront of early education policy, and not remain a tagline on the back of the policy wagon -- Karen Hill Scott -- Chapter 14: Concluding commentary: The long & winding road towards a culture of excellence in early care and education -- Kay E. Sanders and Alison Wishard Guerra -- Index.
• Sommario/riassunto: This text investigates whether the former articulations accepted by the early childhood canon regarding definitions of quality, models of relationship outside the home, and peer relations in the child care context are accurate and relevant within the increasingly racially, linguistically, and ethnically diverse society of the United States. The contributing authors discuss the central questions from diverse perspectives and the totality challenge assumptions about long-standing notions pertaining to early care and education.