LEADER 05296nam 22006974a 450 001 9910143286903321 005 20180503172857.0 010 $a1-280-74321-2 010 $a9786610743216 010 $a0-470-79510-7 010 $a0-470-77469-X 010 $a1-4051-7215-0 035 $a(CKB)1000000000342156 035 $a(EBL)284099 035 $a(OCoLC)476032850 035 $a(SSID)ssj0000137844 035 $a(PQKBManifestationID)11162960 035 $a(PQKBTitleCode)TC0000137844 035 $a(PQKBWorkID)10097105 035 $a(PQKB)11441959 035 $a(MiAaPQ)EBC284099 035 $a(EXLCZ)991000000000342156 100 $a20050308d2005 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aDeveloping the reflective healthcare team$b[electronic resource] /$fTony Ghaye 210 $aOxford ;$aMalden, MA $cBlackwell$d2005 215 $a1 online resource (250 p.) 300 $aDescription based upon print version of record. 311 $a1-4051-0591-7 320 $aIncludes bibliographical references and index. 327 $aContents; Foreword; Acknowledgements; Dedication; Part One: An Orientation to the Book; Chapter 1 The book's structure, the central question and some challenges; Structure; Being stuck and going nowhere; Learning from failure; A focus on success; Matters of judgement; On learning through; References; Chapter 2 Starting points: through the learning lens; (Re) focusing on learning; Generating knowledge for better care; The importance of 'ba'; Enabling workplace cultures; Chapter 3 Through the reflective lens; Clarifying some interests in the practices of reflection; Technical rationality 327 $aRealismIntentional pursuit; The critical being; Empowerment; Creativity; Time for reflection; Organising for reflective practices; Team-generated reflection; Facilitating reflection; Chapter 4 Through the team lens; Investing in teams; Trust in teams; Patterns of relationships; Power and politics; A process of transformation; A caveat . . . No silver bullet cures; References; Part Two: About REFLECTION: Learning through its interests and practices; Chapter 5 Reflecting on practice; A 'lived-experience' scenario: a tale from a maternity unit 327 $aLearning through writing about practice: creating a 'text'Purposes; Ethics; Creative tensions; The interests and practices of reflection in the 21st century; Chapter 6 An interest in being-human-well: the practices of reflection on the work of individuals and teams; Reflections on Scho ?n; Scho ?n and his dislike of technical rationality; Scho ?n and joining up practice with theory; Knowing-in-action linked to theories-of-action; Reflection-in-action; Reflection-on-practice (on-action); Benefits of reflection - real or imagined?; Being-human-well 327 $aThe 'me' and the 'we': moving towards a team perspectiveThe us and we's: a sense of team; Learning from another 'ology'; Chapter 7 An interest in embracing uncertainty: the practices of reflection as working with fuzziness and the challenges involved in service improvement and workplace transformation; Teams in the (fuzzy) zones; A sense of certainty; Fuzzy worlds and action-driven healthcare professionals; Making practice visible; Constructing reality maps; Getting team learning into the open; Storying that embraces fuzziness; Reflection and its interest in chaos; Reflection and symmetry 327 $aChapter 8 An interest in the bottom line: the practices of reflection as improving practice and getting resultsGetting behind the bottom line; Reflection on energy, not time management; Chapter 9 An interest in reflection as the art of asking serious questions; Scho ?n's 'serious' questions; What are the qualities of a serious question?; Footprints in the spaces-between; References; Part Three: About TEAMS: Being the best we can; Chapter 10 What is a team?; A lived-experience scenario: how can we work as a team?; Dream teams; Being the best we can; Talk about teams 327 $aA clinical governance support team 330 $aTeam working and learning through reflection are both fundamental to quality healthcare. This book is the first to explore the use of the practices of reflection to develop health care teams that can deliver sustainable, high-quality personalised care.Developing the Reflective Healthcare Team is structured in three parts which are about new views of reflective practice, improving team working, and the use of the TA2LK facilitative reflective process to develop high performing teams. 606 $aHealth care teams 606 $aReflection (Philosophy) 606 $aLearning, Psychology of 606 $aHealth services administration 608 $aElectronic books. 615 0$aHealth care teams. 615 0$aReflection (Philosophy) 615 0$aLearning, Psychology of. 615 0$aHealth services administration. 676 $a362.1068 676 $a610.69 676 $a610.737069 700 $aGhaye$b Tony$0860644 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910143286903321 996 $aDeveloping the reflective healthcare team$91920503 997 $aUNINA LEADER 04068 am 2200865 n 450 001 9910214937903321 005 20170105 010 $a2-87558-101-5 035 $a(CKB)3710000001633326 035 $a(FrMaCLE)OB-pucl-2821 035 $a(oapen)https://directory.doabooks.org/handle/20.500.12854/53559 035 $a(PPN)203892607 035 $a(EXLCZ)993710000001633326 100 $a20170703j|||||||| ||| 0 101 0 $aeng 135 $auu||||||m|||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aMinoan Realities $eApproaches to Images, Architecture, and Society in the Aegean Bronze Age /$fDiamantis Panagiotopoulos, Ute Günkel-Maschek 210 $aLouvain-la-Neuve $cPresses universitaires de Louvain$d2017 215 $a1 online resource (188 p.) 311 $a2-87558-100-7 330 $aWhat is the social role of images and architecture in a pre-modern society? How were they used to create adequate environments for specific profane and ritual activities? In which ways did they interact with each other? These and other crucial issues on the social significance of imagery and built structures in Neopalatial Crete were the subject of a workshop which took place on November 16th, 2009 at the University of Heidelberg. The papers presented in the workshop are collected in the present volume. They provide different approaches to this complex topic and are aimed at a better understanding of the formation, role, and perception of images and architecture in a very dynamic social landscape. The Cretan Neopalatial period saw a rapid increase in the number of palaces and ?villas', characterized by elaborate designs and idiosyncratic architectural patterns which were themselves in turn generated by a pressing desire for a distinctive social and performative environment. At the same time, a new form of imagery made its appearance in a broad spectrum of objects and spaces which were ?decorated' with meaningful motifs chosen from a restricted and repetitive pictorial repertoire. This standardized repertoire indicates the configuration of a coherent pictorial program which was implemented in several social situations. The present volume is intended not only for specialists in Minoan culture but also for readers who are interested in the social dimension of images and architectural remains and especially in issues relating to their materiality, use and perception. 606 $aHistory & Archaeology 606 $aart minoen 606 $aarchitecture 606 $aâge du bronze 606 $aîles de la mer Egée 606 $aAntiquité 606 $ahistoire sociale 606 $ahistoire 606 $aBronze Age 606 $aAntiquity 606 $aart 606 $ahistory 606 $asocial history 606 $aAegean Sea 606 $aisland 610 $ahistoire 610 $aâge du bronze 610 $aîles de la mer Egée 610 $aAntiquité 610 $aart minoen 610 $ahistoire sociale 610 $aarchitecture 615 4$aHistory & Archaeology 615 4$aart minoen 615 4$aarchitecture 615 4$aâge du bronze 615 4$aîles de la mer Egée 615 4$aAntiquité 615 4$ahistoire sociale 615 4$ahistoire 615 4$aBronze Age 615 4$aAntiquity 615 4$aart 615 4$ahistory 615 4$asocial history 615 4$aAegean Sea 615 4$aisland 700 $aBlakolmer$b Fritz$01283588 701 $aDevolder$b Maud$01283589 701 $aDriessen$b Jan$0488097 701 $aGünkel-Maschek$b Ute$01281138 701 $aLetesson$b Quentin$01282670 701 $aPalyvou$b Clairy$01283590 701 $aPanagiotopoulos$b Diamantis$0803594 701 $aPanagiotopoulos$b Diamantis$0803594 701 $aGünkel-Maschek$b Ute$01281138 801 0$bFR-FrMaCLE 906 $aBOOK 912 $a9910214937903321 996 $aMinoan Realities$93019161 997 $aUNINA