LEADER 02232nam 2200493 a 450 001 9910479961903321 005 20170816153306.0 010 $a1-4833-2585-7 010 $a1-4522-5324-2 035 $a(CKB)2550000001194130 035 $a(EBL)1598356 035 $a(MiAaPQ)EBC1598356 035 $a(OCoLC)1007860064 035 $a(StDuBDS)EDZ0000159202 035 $a(EXLCZ)992550000001194130 100 $a20130912d1991 fy 0 101 0 $aeng 135 $aur|n|---||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 10$aImogene King$b[electronic resource] $ea conceptual framework for nursing /$fChristina L. Sieloff Evans 210 $aNewbury Park, Calif. $cSAGE$dc1991 215 $a1 online resource (61 p.) 225 1 $aNotes on nursing theories ;$vv. 2 300 $aDescription based upon print version of record. 311 $a1-322-42340-7 311 $a0-8039-4086-6 320 $aIncludes bibliographical references. 327 $aCover; Contents; Foreword; Preface; Biographical Sketch of the Nurse Theorist; Chapter 1 - Origin of the Conceptual Framework; Chapter 2 - Theory of Goal Attainment; Chapter 3 - Utilization of the Conceptual Framework and the Theory of Goal Attainment; Chapter 4 - Future Directions for Research; Chapter 5 - Summary; Glossary; References; Bibliography; About the Author 330 $aNurses routinely set goals for, and frequently with, clients. And yet how often is that process examined from a nursing theory perspective? This book provides a succinct overview of Imogene King's theory which emphasizes client participation and mutual goal-setting and provides an interactive framework for nurses. Evans describes the origin of the theory and its underlying assumptions and provides examples for application. 410 0$aNotes on nursing theories ;$vv. 2. 606 $aNursing$xPhilosophy 608 $aElectronic books. 615 0$aNursing$xPhilosophy. 676 $a610.73 676 $a610.73/01 700 $aSieloff$b Christina L$01041848 801 0$bStDuBDS 801 1$bStDuBDS 906 $aBOOK 912 $a9910479961903321 996 $aImogene King$92482215 997 $aUNINA LEADER 03515nam 2200613 450 001 9910796575303321 005 20221217013334.0 010 $a1-5015-0296-4 010 $a1-5015-0308-1 024 7 $a10.1515/9781501503085 035 $a(CKB)3850000000000833 035 $a(MiAaPQ)EBC4943389 035 $a(DE-B1597)455298 035 $a(OCoLC)1009176397 035 $a(OCoLC)1011463279 035 $a(DE-B1597)9781501503085 035 $a(Au-PeEL)EBL4943389 035 $a(CaPaEBR)ebr11461807 035 $a(EXLCZ)993850000000000833 100 $a20171128h20172017 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 00$aIsms in language education /$fedited by Damian J. Rivers, Karin Zotzmann 210 1$aBerlin, [Germany] ;$aBoston, [Massachusetts] :$cDe Gruyter Mouton,$d2017. 210 4$dİ2017 215 $a1 online resource (282 pages) $cillustrations 225 1 $aLanguage and Social Life,$x2364-4303 ;$vVolume 11 311 $a1-5015-1082-7 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $tFrontmatter --$tAcknowledgements --$tContents --$tContributors --$tIntroduction. Bringing the ISMs into focus --$t1. The -isms as interpretive prisms: A pedagogically useful concept --$t2. Intersectionality from a critical realist perspective: A case study of Mexican teachers of English --$t3. Elitism in language learning in the UK --$t4. Native-speakerism and the betrayal of the native speaker language-teaching professional --$t5. Against ethnocentrism and toward translanguaging in literacy and English education --$t6. Cutting across the ideological split of capitalism/communism: Shcherba?s insights on foreign language education --$t7. Methodism versus teacher agency in TESOL --$t8. Academicism in language: ?A Shelob?s web that devours and kills from inside? --$t9. Scientism as a linchpin of oppressing isms in language education research --$t10. Languaging and isms of reinforced boundaries across settings: Multidisciplinary ethnographical explorations --$t11. Heterosexism: A pedagogy of homophobic oppression --$t12. Occidental romanticism and English language education --$tIndex --$tAddresses 330 $aThis volume develops a comprehensive understanding of the manner in which dominant/emergent ideologies, discourses and social structures impact language education. The 17 chapters analyze the complex social dynamics of "isms" within language education and detail how such dynamics influence language education pedagogies and practices, institutional policies, intergroup subjectivities in addition to language proficiency achievements. 410 0$aLanguage and social life (Mouton de Gruyter) ;$vVolume 11. 606 $aSecond language acquisition$xSocial aspects 606 $aLanguage and languages$xStudy and teaching 606 $aLanguage and culture 610 $aLanguage Education. 610 $aLanguage Policy. 610 $aSociolinguistics. 615 0$aSecond language acquisition$xSocial aspects. 615 0$aLanguage and languages$xStudy and teaching. 615 0$aLanguage and culture. 676 $a418.0071 702 $aRivers$b Damian J. 702 $aZotzmann$b Karin 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910796575303321 996 $aIsms in language education$93795065 997 $aUNINA