247 research outputs found
Recognising and appreciating the artistry in professional practice: a means to researching and developing practice through insider practioner research.
No full textThis study explores professional practice and examines an approach to research that could be useful for the practitioner in developing and extending their practice.
The existence of artistry is recognised within professional practice (Schon 1983), and is important in making professional judgements (Fish and Coles 1998, pp. 28-53, de
Cossart and Fish 2005). Therefore, as in the methodology proposed by Fish (1998), the artistic/holistic paradigm was adopted because this specifically enables the exploration of professional artistry and is suited to insider practitioner research. The study critically appraised the use of the proposed artistic/holistic paradigm. A case study approach was used in which the researcher was the case. A portrait of an episode in clinical practice was produced, followed by a critical appraisal of this portrait. These then became the portrait of research practice, which was equally appraised. This mirrors the process seen within the arts in which critical appreciation
is a reflective process, deriving its rigour from the discipline and connoisseurship of the critic. The results demonstrate that the artistic/holistic paradigm is well suited to continuing professional development, both individually and corporately. The proposed paradigm
does enable the recognition and exploration of professional artistry, both within clinical and research practice.
Professional practice has a moral foundation and it was shown that this must be openly recognised if meaningful professional development is to occur. Evidencebased
medicine, which is founded on the technical-rational view of practice, was shown to be insufficient for the professional's ongoing development. This, and similar work, will impact and contribute to the ongoing evolution of the traditions of the profession
Recognising and appreciating the artistry in professional practice : a means to researching and developing practice through insider practitioner research
No full textThis study explores professional practice and examines an approach to research that could be useful for the practitioner in developing and extending their practice. The existence of artistry is recognised within professional practice (Schon 1983), and is important in making professional judgements (Fish and Coles 1998, pp. 28-53, de Cossart and Fish 2005). Therefore, as in the methodology proposed by Fish (1998), the artistic/holistic paradigm was adopted because this specifically enables the exploration of professional artistry and is suited to insider practitioner research. The study critically appraised the use of the proposed artistic/holistic paradigm. A case study approach was used in which the researcher was the case. A portrait of an episode in clinical practice was produced, followed by a critical appraisal of this portrait. These then became the portrait of research practice, which was equally appraised. This mirrors the process seen within the arts in which critical appreciation is a reflective process, deriving its rigour from the discipline and connoisseurship of the critic. The results demonstrate that the artistic/holistic paradigm is well suited to continuing professional development, both individually and corporately. The proposed paradigm does enable the recognition and exploration of professional artistry, both within clinical and research practice. Professional practice has a moral foundation and it was shown that this must be openly recognised if meaningful professional development is to occur. Evidencebased medicine, which is founded on the technical-rational view of practice, was shown to be insufficient for the professional's ongoing development. This, and similar work, will impact and contribute to the ongoing evolution of the traditions of the profession.EThOS - Electronic Theses Online ServiceGBUnited Kingdo
Vision and revision: the female mystics as writers in late medieval Northern Europe
No full textThis study views the female medieval mystics of northern Europe primarily as writers in the period from 1250-1400 CE, concentrating on Hadewijch, a Brabantine beguine, Mechthild of Magdeburg, a German beguine with ties to the Cistercian convent of Helfta, and Julian of Norwich, an English anchoress. The writer questions why females writing within a theological context that discouraged female authorship would choose for their subject matter something which cannot be described. Through analysis of the cultural, theological, and literary context within which the women worked, and the mystic literature they produced, the study finds that authority to write was embedded within the vision itself and uncovered through the writer's active, integrative re-vision and shaping of the liminal experience. The dialogic, social imperative inherent within the mystic situation led those women practicing beguine spirituality to a mixed path of inward and outward action as they sought to continually integrate their visionary insight with their outward reality through writing.
Concentrating on the mystics' attention to form, description, synthesis, and audience, the study identifies limitations of past critical approaches including the theological, vernacular, liberationist, feminist, and Lacanian. In stressing the mystics' social rather than alienated nature, the writer calls for a re-vision of our own perspective, a move from interpreting them using the "poetics of desire" model to one stressing a "poetics of integration," concentrating less on their affective and more on their effective piety. The experience of the late medieval mystics is compared to that of a shamanic balancer and healer, one who voyages and mediates between worlds. The last chapter proposes a re-interpretation of the mystics based on new definitions of the self as multiple and networked rather than unitary. It offers insight on the role of the artist using this new model of the narrative self, borrowing concepts from cognitive science to re-describe the liminal or shamanic journey.Ph.D.Includes bibliographical references (p. 264-275)by Barbara E. Hamilto
Flim-flam at eleven. By Janet Filips
No full texthttps://rdc.reed.edu/v1/resources/a847d9a3-e490-4d37-b956-2ed83270793a/thumb/128.jpgDiscussion of the life and writing of essayist, commentator, and author Barbara Ehrenreich ’63 whose Reed degree in chemistry-physics had led her to scientific inquiry on the social and political topics of interest to her
The Civil Litigation Process : Cases and Materials
No full textNow in its eighth edition, The Civil Litigation Process: Cases and Materials remains Canada\u27s leading casebook on civil procedure. The new edition reflects recent developments in the law and embodies changes in the evolving approach to the teaching and learning of procedural law in Canadian classrooms.
While the basic structure of the book has not changed, the authors have updated numerous topics and materials — including Indigenous dispute resolution, constitutional rights to legal services, expert witness, and national class actions — and have made adjustments to the focus and sequence of the topics of continuing interest.
The eighth edition is organized into 12 chapters — mindful of the need to keep the text manageable and user-friendly within the time constraints of the standard Canadian law school semester. The authors have condensed each excerpt and each section of notes and questions.
The Civil Litigation Process, 8th Edition is truly national in scope, referring to cases and rules from all common-law provinces. It draws on the strong tradition of teachers and scholars of procedural law in Canada, with an author team of specialists from across the country: Janet Walker (general editor), Jane Bailey, Barbara Billingsley, David A. Crerar, and Erik S. Knutsen. Their collaborative efforts throughout the developmental process have resulted in a comprehensive, efficient, and exceptionally teachable resource.https://digitalcommons.osgoode.yorku.ca/faculty_books/1322/thumbnail.jp
The 'true use of reading' : Sarah Fielding and mid eighteenth-century literary strategies.
No full textPhDThe aim of this thesis is to explore, by examining her life and
works, how Sarah Fielding (1710-68) established her identity as an author.
The definition of her role involves her notions of the functions of
writing and reading.
Sarah Fielding attempts to invite readers to form a sense of ties
by tacit understanding of her messages. As she believes that a work
of literature is produced through collaboration between the writer and
the reader, it is an important task in her view to show her attentiveness
toward reading practice. In her consideration of reading, she has two
distinct, even opposite views of her audience: on the one hand a familiar
and limited circle of readers with shared moral and cultural values and
on the other potential readers among the unknown mass of people. The
dual targets direct her to devise various strategies. She tries to
appeal to those who can endorse and appreciate her moral values as well
as her learning. Her writings and letters testify that she is sensitive
to the demands of the literary market, trying to lead the taste of readers
by inventing new forms.
The thesis opens with an overview of Sarah Fielding's career,
followed by a consideration of her critical attention to the roles of
reading. I go on to examine the narrative structures and strategies
she deploys, with a particular emphasis on her use of the epistolary
method. The following chapter deals with her attention to the reading
of the moral message tangibly embodied in her educational writing. It
is followed by an analysis of the activity which earned her a reputation
as a learned woman. Various as the forms of her works are, they invariably
reflect her attempt to balance herself between the two demands of
inventiveness and familiarity
Paediatric musculoskeletal matters (pmm) – collaborative development of an online evidence based interactive learning tool and information resource for education in paediatric musculoskeletal medicine
No full textBackground
We describe the collaborative development of an evidence based, free online resource namely ‘paediatric musculoskeletal matters’ (pmm). This resource was developed with the aim of reaching a wide range of health professionals to increase awareness, knowledge and skills within paediatric musculoskeletal medicine, thereby facilitating early diagnosis and referral to specialist care.
Methods
Engagement with stakeholder groups (primary care, paediatrics, musculoskeletal specialties and medical students) informed the essential ‘core’ learning outcomes to derive content of pmm. Representatives from stakeholder groups, social science and web development experts transformed the learning outcomes into a suitable framework. Target audience representatives reviewed the framework and their opinion was gathered using an online survey (n = 74) and focus groups (n = 2). Experts in paediatric musculoskeletal medicine peer reviewed the content and design.
Results
User preferences informed design with mobile, tablet and web compatible versions to facilitate access, various media and formats to engage users and the content presented in module format (i.e. Clinical assessment, Investigations and management, Limping child, Joint pain by site, Swollen joint(s) and Resources).
Conclusions
We propose that our collaborative and evidence-based approach has ensured that pmm is user-friendly, with readily accessible, suitable content, and will help to improve access to paediatric musculoskeletal medicine education. The content is evidence-based with the design and functionality of pmm to facilitate optimal and ‘real life’ access to information. pmm is targeted at medical students and the primary care environment although messages are transferable to all health care professionals involved in the care of children and young people
Retraining displaced workers : what can developing countries learn from OECD nations?
No full textThe governments of most industrial countries provide financial support for adult training programs intended to retrain displaced workers. The author draws lessons from the experience of six industrial countries (Australia, Britain, Canada, Japan, Sweden, and the United States) on how to design and implement such retraining programs in low-income developing nations and middle-income countries. By retraining, the author means both improving job skills and remediating deficiencies in basic education. These are the lessons he emphasizes: Training programs should be independent of the educational system, with its rigid ties to degree requirements and academic schedules; links to employers must be developed and maintained so that trainees have marketable skills on completing the program. Training programs should be designed to minimize trainees'foregone earnings; basic education should be relevant to the jobs the trainees might seek. External providers of education must be made accountable - but with care; the system of accountability should also ensure that the needs of displaced workers most likely to suffer long-term unemployment are met. Not all displaced workers require relatively expansive retraining; some may need only inexpensive job-search assistance services. A permanent, institutionalized training system is preferable to short-term intervention.Labor Standards,Tertiary Education,ICT Policy and Strategies,Health Monitoring&Evaluation,Teaching and Learning
The Civil Litigation Process: Cases and Materials, 7th Edition
No full textIn its 7th edition, The Civil Litigation Process remains Canada\u27s leading casebook on civil procedure. The new edition reflects recent developments in the law and embodies changes in the evolving approach to the teaching and learning of procedural law in Canadian classrooms. While the basic structure of the book has not changed, the authors have added a number of new topics and materials — including Indigenous dispute resolution, constitutional rights to legal services, expert witness, and national class actions — and have made adjustments to the focus and sequence of the topics of continuing interest.
The 7th edition is organized into 11 chapters, mindful of the need to keep it manageable and user-friendly within the time constraints of the standard Canadian law school semester. The authors have condensed each excerpt and each section of notes and questions. At the same time, Emond Montgomery will be launching a companion website to carry many of the materials that could not be included in the casebook, thus adding to its range of coverage and flexibility as well as ensuring its ongoing currency.
The Civil Litigation Process is truly national in scope, referring to cases and rules from all common-law provinces. It draws on the strong tradition of teachers and scholars of procedural law in Canada, with an author team of specialists from across the country: Janet Walker (general editor), Garry D. Watson (founding editor), Timothy Pinos (senior editor), Jane Bailey, Barbara Billingsley, Trevor C.W. Farrow, Colleen M. Hanycz, Erik S. Knutsen, Ronalda Murphy, Andrew Pirie, Sean Rehaag, and Lorne Sossin. Their collaborative efforts throughout the developmental process have resulted in a comprehensive, efficient and exceptionally teachable resource.https://digitalcommons.osgoode.yorku.ca/faculty_books/1082/thumbnail.jp
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