LEADER 05541nam 22006255 450 001 9910254973903321 005 20240724100116.0 010 $a9783319329581 010 $a3319329588 024 7 $a10.1007/978-3-319-32958-1 035 $a(CKB)3710000000735033 035 $a(DE-He213)978-3-319-32958-1 035 $a(MiAaPQ)EBC4562182 035 $a(EXLCZ)993710000000735033 100 $a20160621d2016 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aEducating the Deliberate Professional $ePreparing for future practices /$fedited by Franziska Trede, Celina McEwen 205 $a1st ed. 2016. 210 1$aCham :$cSpringer International Publishing :$cImprint: Springer,$d2016. 215 $a1 online resource (XIII, 234 p. 4 illus.) 225 1 $aProfessional and Practice-based Learning,$x2210-5557 ;$v17 311 08$a9783319329567 311 08$a3319329561 320 $aIncludes bibliographical references at the end of each chapters and index. 327 $aSection 1 ? Setting the scene -- Scoping the deliberate professional, Franziska Trede and Celina McEwen -- Carving out the territory for educating the deliberate professional, Franziska Trede and Celina McEwen -- Educating for professional responsibility: From critical thinking to deliberative communication, or why critical thinking is not enough, Tone Drydal Solbrekke, Tomas Englund, Berit Karseth, Eevi E. Beck -- Section 2 ?Reconceptualising the professional -- Critique and the deliberate professional: Framing the new and enhanced role of intermediaries in digital culture, Jonathan Roberge -- Deliberate and emergent approaches to practice development: Lessons learnt from the Australian environment movement, Rick Flowers -- The soul of the university: A hero?s journey towards deliberate leadership, Andrew Vann -- Parrh?sia, artisans and the possibilities for deliberate practice, David A. Nicholls -- University and community engagement: Towards a partnership based on deliberate reciprocity,Lesley Cooper and Janice Orrell -- Section 3 ? Rethinking practice education -- Learning to master profession-specific knowledge practices: A prerequisite for the deliberate professional? Monika Nerland -- A capabilities approach to educating the deliberate professional: Theory and practice, Monica McLean and Melanie Walker -- Taking professional practice seriously: Implications for deliberate course design, David Boud -- Deliberate subversion of time: Slow scholarship and learning through research, Tony Harland -- Deliberately owning my practice model: Realising my professional practice, Joy Higgs -- Section 4 ? Panoptic musings -- The deliberate professional in the digital age: A manifesto in the tradition of critical theory and pedagogy, Rainer Winter -- Educating deliberate professionals: Beyond reflective and deliberative practitioners, Celina McEwen and Franziska Trede. . 330 $aThis book takes a fresh look at professional practice and professional education. In times of increased managerialism of academic teaching and a focus on graduate learning outcomes, it discusses possibilities to teach and learn otherwise. A deliberate professional is someone who consciously, thoughtfully and courageously makes choices about how to act and be in the practice world. A pedagogy of deliberateness is introduced that focuses on developing the following four characteristics of professionals: (1) deliberating on the complexity of practice and workplace cultures and environments; (2) understanding what is probable, possible and impossible in relation to existing and changing practices; (3) taking a deliberate stance in positioning oneself in practice as well as in making technical decisions; and (4) being aware of and responsible for the consequences of actions taken or actions not taken in relation to the ?doing?, ?saying?, ?knowing? and ?relating? in practice. Educating the deliberate professional is a comprehensive volume that carves out and explores a framework for a pedagogy of deliberateness that goes beyond educating reflective and deliberative practitioners. As a whole, this book argues for the importance of educating deliberate professionals, because, in the current higher education climate, there is a need to reconcile critique (thinking), participation (doing) and moral responsibility (relating to others) in professional practice and professional education. . 410 0$aProfessional and Practice-based Learning,$x2210-5557 ;$v17 606 $aProfessional education 606 $aVocational education 606 $aEducation, Higher 606 $aEducational sociology 606 $aProfessional and Vocational Education 606 $aHigher Education 606 $aSociology of Education 615 0$aProfessional education. 615 0$aVocational education. 615 0$aEducation, Higher. 615 0$aEducational sociology. 615 14$aProfessional and Vocational Education. 615 24$aHigher Education. 615 24$aSociology of Education. 676 $a370 702 $aTrede$b Franziska$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aMcEwen$b Celina$4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910254973903321 996 $aEducating the Deliberate Professional$92511986 997 $aUNINA LEADER 04731nam 2200697Ia 450 001 9910969109803321 005 20251117082217.0 010 $a1-60781-791-8 035 $a(CKB)2550000000004573 035 $a(OCoLC)503441320 035 $a(CaPaEBR)ebrary10275532 035 $a(SSID)ssj0000431888 035 $a(PQKBManifestationID)11303196 035 $a(PQKBTitleCode)TC0000431888 035 $a(PQKBWorkID)10477159 035 $a(PQKB)10492397 035 $a(MdBmJHUP)muse48802 035 $a(Au-PeEL)EBL3443824 035 $a(CaPaEBR)ebr10275532 035 $a(OCoLC)932314541 035 $a(MiAaPQ)EBC3443824 035 $a(EXLCZ)992550000000004573 100 $a20080208d2008 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aChaco's northern prodigies $eSalmon, Aztec, and the ascendancy of the middle San Juan region after AD 1100 /$fedited by Paul F. Reed 205 $a1st ed. 210 $aSalt Lake City $cUniversity of Utah Press$dc2008 215 $a1 online resource (456 p.) 300 $aProceedings of the Salmon Working Conference held in Farmington, New Mexico, in April 2004. 311 08$a0-87480-925-8 320 $aIncludes bibliographical references (p. 389-427) and index. 327 $aIntro -- Contents -- List of Figures -- List of Tables -- Preface -- Part 1: Introduction -- 1. Setting the Stage: A Reconsideration of Salmon, Aztec, and the Middle San Juan Region in Chacoan and Post-Chacoan Puebloan History -- Part 2: Salmon Pueblo -- 2. Salmon Ruins: Architecture and Development of a Chacoan Satellite on the San Juan River -- 3. Salmon Pueblo as a Ritual and Residential Chacoan Great House -- Part 3: Material Culture Analyses: Salmon Pueblo -- 4. Subsistence and Plant Use During the Chacoan and Secondary Occupations at Salmon Ruin -- 5. Parasite Pathoecology of Salmon Pueblo and Other Chacoan Great Houses: The Healthiest and Wormiest Ancestral Puebloans -- 6. Animal Bone from Salmon Ruins and Other Great Houses: Faunal Exploitation in the Chaco World -- 7. Sighting Along the Grain: Differential Structural Wood Use at the Salmon Ruin -- 8. Human Remains Recovered from the Tower Kiva at Salmon Ruins -- Part 4: Material Culture Analyses: Across the Middle San Juan -- 9. An Initial Assessment of Perishable Relationships Among Salmon, Aztec, and Chaco Canyon -- 10. Ceramics of the Middle San Juan Region: Potters, Recipes, and Varieties -- Part 5: New Researchin the Middle San Juan Region -- 11. Puebloan Communities on the South Side of the Middle San Juan River -- 12. Animas Anamnesis: Aztec Ruins or Anasazi Capital? -- 13. Comparing Great House Architecture: Perspectives from the Bluff Great House -- Part 6: Synthetic Views of the Middle San Juan Region -- 14. Chacoan Society: The View from Salmon Ruins -- 15. The Position of Salmon Ruins in the Middle San Juan, ad 1000-1300: A Perspective from Ceramic Design Structure -- 16. The La Plata, the Totah, and the Chaco: Variations on a Theme -- 17. Sacred Landscapes: The Chaco-Totah Connection -- Part 7: From the Outside: Salmon and the Middle San Juan Region in a Larger Context. 327 $a18. Population Dynamics among Salmon's Northern Neighbors in the Central Mesa Verde Region -- 19. The Middle San Juan and Chaco Canyon -- Part 8: Conclusion -- 20. Prodigy, Rebel, or Stepchild? The Middle San Juan Region vis-à-vis Chaco Canyon -- References -- Contributors -- Index. 330 $aIn the late eleventh and early twelfth centuries, the ancient pueblo sites of Aztec and Salmon in the Middle San Juan region rapidly emerged as population and political centers during the closing stages of Chaco's ascendancy. 606 $aPueblo Indians$zNew Mexico$xAntiquities$vCongresses 606 $aPueblo Indians$xMaterial culture$zNew Mexico$vCongresses 606 $aExcavations (Archaeology)$zNew Mexico$vCongresses 606 $aPueblo pottery$zNew Mexico$vCongresses 606 $aPlant remains (Archaeology)$zNew Mexico$vCongresses 607 $aSalmon Site (N.M.)$vCongresses 607 $aAztec Ruins National Monument (N.M.) 607 $aSan Juan River Valley (Colo.-Utah)$xAntiquities 615 0$aPueblo Indians$xAntiquities 615 0$aPueblo Indians$xMaterial culture 615 0$aExcavations (Archaeology) 615 0$aPueblo pottery 615 0$aPlant remains (Archaeology) 676 $a978.9/8201 701 $aReed$b Paul F$01857880 712 12$aSalmon Working Conference 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910969109803321 996 $aChaco's northern prodigies$94458973 997 $aUNINA