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Books on the topic 'Core knowledge skills'
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1
Harris, Gregg. Information technology skills and knowledge for GNVQ intermediate core skill in IT. DP Publications, 1993.
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The minimum core for numeracy: Knowledge, understanding and personal skills. Learning Matters, 2009.
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Appleyard, Nancy. The minimum core for language and literacy: Knowledge, understanding and personal skills. Learning Matters, 2009.
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Keith, Appleyard, ed. The minimum core for language and literacy: Knowledge, understanding and personal skills. Learning Matters, 2009.
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Beaudoin, Michael F. Online learner competencies: Knowledge, skills, and attitudes for successful learning in online settings. IAP, Information Age Publishing Inc., 2013.
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Gardiner, Matthew D., and Neil R. Borley. Core surgical skills and knowledge. Oxford University Press, 2012. http://dx.doi.org/10.1093/med/9780199204755.003.0015.
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This chapter begins by discussing the basic principles of fluid and electrolyte homeostasis, fluid therapy, healthcare-associated infection, microorganisms and antimicrobials, preoperative assessment, and acute pain, before focusing on the key areas of knowledge, namely deep venous thrombosis, pulmonary embolism, respiratory tract infection, asthma, chronic obstructive pulmonary disease, acute respiratory failure, ischaemic heart disease, heart failure, cardiac arrhythmias, hypertension, diabetes mellitus, acute renal failure, stroke, acute confusional state, and haematological conditions. The chapter concludes with relevant case-based discussions.
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A, Vass Antony, ed. Social work competences: Core knowledge, values and skills. Sage, 1996.
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Social Work Competences: Core Knowledge, Values and Skills. SAGE Publications Ltd, 1996. http://dx.doi.org/10.4135/9781446250495.
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Royal Institution of Chartered Surveyors., ed. The Core skills and knowledge base of the quantity surveyor. RICS, 1992.
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The Minimum Core For Information And Communication Technology Knowledge Understanding And Personal Skills. Learning Matters, 2012.
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Core Knowledge Language Arts Skills Strand Gods, Giants, and Dwarves Unit 6 Reader. Core Knowledge, 2013.
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Social Work Competences: Core Knowledge, Values and Skills (New Directions in Social Work series). Sage Publications Ltd, 1996.
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Community mental health training: Core knowledge, skills and attitudes for community mental health care. The Mental Health Foundation, 1997.
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Social Work Competences: Core Knowledge, Values and Skills (New Directions in Social Work series). Sage Publications Ltd, 1996.
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15
Grade 1 Core Knowledge Language Arts Skills Strand The Green Fern Zoo Unit 4 Reader. Core Knowledge, 2013.
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Francis K. O. Yuen (Editor), Gregory J. Skibinski (Editor), and John T. Pardeck (Editor), eds. Family Health Social Work Practice: A Knowledge and Skills Casebook. Haworth Press, 2003.
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Francis K. O. Yuen (Editor), Gregory J. Skibinski (Editor), and John T. Pardeck (Editor), eds. Family Health Social Work Practice: A Knowledge and Skills Casebook. Haworth Social Work, 2003.
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18
Jean, Gladys. Word analysis skills: A study of grade 10 core French students' knowledge of derivational morphology in their second language. 1999.
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Slorach, Scott, Judith Embley, Peter Goodchild, and Catherine Shephard. Legal Systems & Skills. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198785903.001.0001.
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Legal Systems & Skills provides essential knowledge and skills for underpinning legal studies, providing a foundation for graduate employability both within and outside the legal service profession. It develops students’ understanding in three core areas: legal systems, legal skills, and professional development and commercial awareness. The first part of the book looks at legal systems, sources of law, legislation, case law, and legal services. The next part considers how to read and understand law, legal research, problem solving, communication, and writing and drafting. The final part examines employability skills, business, economics and finance, law firms, and clients.
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Embley, Judith, Peter Goodchild, and Catherine Shephard. Legal Systems & Skills. Edited by Scott Slorach. Oxford University Press, 2020. http://dx.doi.org/10.1093/he/9780198834328.001.0001.
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Legal Systems & Skills provides essential knowledge and skills for underpinning legal studies, providing a foundation for graduate employability both within and outside the legal service profession. It develops students’' understanding in three core areas: legal systems, legal skills, and professional development and commercial awareness. The first part of the book looks at legal systems, sources of law, legislation, case law, and legal services and ethics. The next part considers, in the context of academia and practice, how to read and understand law, legal research, problem solving, oral communication and presentations, client interviews and meetings, negotiation and mediation, mooting, advocacy and criminal advocacy competitions, and writing and drafting. The final part examines employability skills, commercial awareness, business, economics and finance, law firms, and clients.
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Holland, Karen, and Debbie Roberts, eds. Nursing: Decision-Making Skills for Practice. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199641420.001.0001.
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Decision-making is a key skill for today's nurses. Nursing: Decision-Making Skills for Practice is an essential guide for student nurses that prepares them to make effective decisions on the ward and in the community. This new title in the Prepare for Practice series details the fundamental knowledge and skills needed to make good decisions across a variety of nursing areas: from involving patients in decision making, to using the best evidence in care planning. Case studies, activities, and exercises ensure that theories of decision-making are brought into real-world nursing situations . Evidence-based and with links to core NMC competencies throughout, this textbook will help undergraduate and qualified nurses to make confident decisions and boost their academic, personal, and professional development.
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Dräbing, Verena, and Moira Nelson. Addressing Human Capital Risks and the Role of Institutional Complementarities. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198790488.003.0011.
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Human capital investments are at the core of the SIA. In the knowledge-based service economy, the SIA is a promising model for how to ensure economic growth and social cohesion simultaneously through investments in human capital. Yet investing in human capital raises challenges that require attention towards how people accumulate skills and retain these over time. Due to particular features of human capital, this chapter argues, a comprehensive approach is needed that both incentivizes skill acquisition over the life course and protects acquired skills via policies that facilitate labour-market transitions, thus enabling reintegration into the labour market. The discussion elaborates on ways in which social investment policies are complementary to each other, with particular attention to how policies that invest in skills complement policies that protect these skill investments. Evidence for such institutional complementarities is assessed through descriptive statistics and a vignette analysis of the Swedish case.
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Bodenham, Andrew R. Vascular access during anaesthesia. Edited by Michel M. R. F. Struys. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0049.
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Vascular access, both arterial and venous, at peripheral and more central sites is relatively new in historical medical terms and has only really developed into mainstream practice in the last 60 years. Other routes of drug and fluid administration via the gut and inhalation preceded it by centuries. It is a core skill for anaesthetists and intensivists, yet is not always well taught or is left out of core training curricula, with the assumption that skills will just be picked up early along the way. Like many procedures, it can be surprisingly easy to learn the basics, but many hazards and difficulties await the less skilled or inexperienced operator. A thorough knowledge of applied anatomy, practical skills, and recognition and management of complications are essential for safe practice. The increasing use of ultrasound, ECG guidance, X-ray screening, and other devices, and improved design of access devices allow much safer and more successful procedures. Many patients will now have long-term devices in situ, which can be used during anaesthesia and critical care. Such devices are increasingly inserted or removed by anaesthetists. Space precludes a detailed description of actual techniques for all routes of access; only general principles will be covered in this chapter.
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Sundaram, Venki, Allon Barsam, Lucy Barker, and Peng Tee Khaw, eds. Training in Ophthalmology. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199672516.001.0001.
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This title addresses the Royal College of Ophthalmologists syllabus for trainee ophthalmologists and is an essential read for those studying ophthalmology, optometry, and orthoptics. With the relative lack of ophthalmology teaching at medical school and the often inconsistent formal teaching of fundamental examination and clinical techniques during initial posts, ophthalmology trainees often feel they are being ‘thrown in at the deep end’ early on in their career. In addition, trainees are now expected to clearly demonstrate evidence of having acquired the expected knowledge, clinical, technical, and surgical skills at each stage of their training in order to progress. This book aims to help address these issues by mapping the stages of the Ophthalmic Specialist Training curriculum and providing trainees with the core knowledge and clinical skills they will require to succeed. As a theoretical and practical aid, it guides readers through postgraduate Ophthalmic Specialist Training. Emphasis is placed on the practical assessment and management of key ophthalmic conditions. Each chapter explores basic sciences, clinical skills, clinical knowledge, and practical skills. Conditions are discussed with general explanations of the pathophysiology and clinical evaluation, which are followed by differential diagnoses and treatment options.
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The Core Knowledge Sequence Content and Skill Guidelines for Grades K-8/Preschool. Core Knowledge Foundation, 2010.
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Browning, Birch P. Introduction. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0001.
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It is possible to be both an artistic musician and an effective educator. Becoming both is a process that requires relentless effort to comprehend and apply basic understandings of how music works and how students learn. The core concepts of both fields can be organized into frameworks of understanding, from which details can be derived and on which musical and instructional decisions can be based. During the process of becoming a musician-educator, the student must make wise decisions about what needs to be learned, how it will be learned, and how the knowledge and skills will be used or engaged. Above all, the student needs to be curious.
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Mukhopadhyay, Sambit, and Medha Sule, eds. Tasks for Part 3 MRCOG Clinical Assessment. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198757122.001.0001.
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Tasks for Part 3 MRCOG Clinical Assessment is a key resource for the new Part 3 MRCOG examination. Containing over 75 clinical tasks mapped to the Royal College of Obstetrics and Gynaecology curriculum, this practical guide helps candidates' apply core knowledge, skills and attitudes relevant to the day-to-day clinical practice. Split into 20 chapters, this resource offers wide curriculum coverage based on the principles of good medical practice providing a thorough assessment of the reader's knowledge. The number of tasks provided for different areas of study reflects the depth of knowledge and breadth needed for the exam so candidates can ensure a suitable amount of time is dedicated to key scenarios they may encounter. Each task provides detailed instructions to the candidate, role player and the examiner with detailed explanations and further reading. Written by experts in the various fields, and edited by experienced examiners, Tasks for Part 3 MRCOG Clinical Assessment is essential reading for candidates preparing for the MRCOG Part 3 exam worldwide.
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Jandial, Sharmila, and Helen Foster. Principles of clinical examination in children. Oxford University Press, 2013. http://dx.doi.org/10.1093/med/9780199642489.003.0005.
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The clinical examination of children and adolescents is an essential component of assessment, facilitates appropriate interpretation of investigations and is integral to the process of making a diagnosis. The clinical assessment of children and young people differs from that of adults, requiring greater reliance on physical examination as the history may be vague and illocalized and requires knowledge of normal musculoskeletal development, normal motor milestones and different patterns of clinical presentations across the ages. The interpretation of clinical findings needs to be in the context of the whole child and the clinical presentation. The degree of expertise required in clinical skills varies with the clinical practice of the examiner and ranges from the basic screening assessment to a more detailed examination of joints, muscles and anatomical regions. The evidence base for clinical assessment in children and young people is accruing and undoubtedly, competent clinical skills requires learning to be embedded in core child health teaching and assessment starting at medical school and reinforced in postgraduate training.
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Jandial, Sharmila, and Helen Foster. Principles of clinical examination in children. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199642489.003.0005_update_002.
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The clinical examination of children and adolescents is an essential component of assessment, facilitates appropriate interpretation of investigations and is integral to the process of making a diagnosis. The clinical assessment of children and young people differs from that of adults, requiring greater reliance on physical examination as the history may be vague and illocalized and requires knowledge of normal musculoskeletal development, normal motor milestones and different patterns of clinical presentations across the ages. The interpretation of clinical findings needs to be in the context of the whole child and the clinical presentation. The degree of expertise required in clinical skills varies with the clinical practice of the examiner and ranges from the basic screening assessment to a more detailed examination of joints, muscles and anatomical regions. The evidence base for clinical assessment in children and young people is accruing and undoubtedly, competent clinical skills requires learning to be embedded in core child health teaching and assessment starting at medical school and reinforced in postgraduate training.
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Shoenfelt, Elizabeth L. Mastering the Job Market. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780190071172.001.0001.
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Mastering the Job Market: Career Issues for Master’s Level Industrial-Organizational Psychologists is the definitive source for practical advice and data-based recommendations addressing key issues leading to successful careers as industrial-organizational (I-O) master’s practitioners. Both the U.S. Bureau of Labor Statistics and the American Psychological Association have reported a bright outlook for I-O master’s graduates. The increased interest in and growth of I-O master’s programs and graduates are attributed to higher visibility in the workplace, readily obtained jobs, interesting work, and great pay. A large nationwide survey of I-O master’s practitioners and their employers lays the foundation for the data-based recommendations throughout the book. Authors from top-ranked I-O master’s programs address topics such as the job search, applying for jobs, on-boarding, organizational roles, salaries, career transitions, and maintaining professionalism throughout one’s career. Critical insights into the nuts and bolts of conducting a job search and other specific strategies are provided to enable job seekers to land one or multiple job offers within six months of graduation. Competencies identified as essential for success as an I-O practitioner include core I-O knowledge and skills, as well as enabling competencies such as oral communication, business acumen, consulting skills, project management, ethics, and technical writing. Mentoring is discussed, and three best practices are recommended for maximizing mentoring relationships. Recommendations are made for professional development opportunities for I-O master’s graduates to increase their knowledge and skills and to advance their careers. Graduates overwhelmingly perceive their I-O master’s degree to be valuable for their career success.
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Fregni, Felipe, and Ben M. W. Illigens, eds. Critical Thinking in Clinical Research. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780199324491.001.0001.
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Critical Thinking in Clinical Research explains the fundamentals of clinical research in a case-based approach. The core concept is to combine a clear and concise transfer of information and knowledge with an engagement of the reader to develop a mastery of learning and critical thinking skills. The book addresses the main concepts of clinical research, basics of biostatistics, advanced topics in applied biostatistics, and practical aspects of clinical research, with emphasis on clinical relevance across all medical specialties. The goal of the book is to give a comprehensive and basic overview of the field of clinical research. This book has been designed on the experience of leading a large course in clinical research: the Principles and Practice in Clinical Research (PPCR), offered currently by Harvard T. H. Chan School of Public Health; it was written by PPCR collaborators together with PPCR faculty to reflect the collaborative learning concept of the course. The goal of this book is to provide a broad and applicable introduction into clinical research that allows the reader to understand, design, and conduct clinical research, specifically to critically read and understand scientific papers; to collect, analyze, and interpret research data in an unbiased fashion; to develop and design clinical studies; and to prepare, publish, and review scientific manuscripts. It is therefore written for scientists and clinicians who are new to the field of clinical research as well as those who wish to deepen, broaden, and update their clinical research skills.
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Kellerman, Barbara. Professionalizing Leadership. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190695781.001.0001.
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Leadership is an occupation—not a profession. Why is this? Why have medicine and law evolved into professions that require extended periods of education, training, and development, but not leadership? How has it come to pass that while the ancients—think Confucius, Plato, Machiavelli—thought learning to lead was the work of a lifetime, the contemporary leadership industry presumes quite the opposite, that learning to lead can be accomplished quickly and easily. Leadership has no body of knowledge, or core curriculum, or skill set considered essential. Leadership has no metric or clear criteria for qualification. Leadership has no license or credential or certification considered by consensus to be legitimate. Leadership has no professional association to oversee the conduct of its members—or to guarantee minimum standards. Leadership receives no attention from federal, state, or local officials, who tend otherwise to regulate not only professions, but vocations. Finally, unlike a profession, leadership does not necessarily imply service, or a shared code of ethics to ennoble or enhance the enterprise. Professionalizing Leadership looks at a leadership culture that is widespread and deeply entrenched. It looks at a leadership context that enables and sometimes even encourages ascension without clear credentials. It looks at an industry that is enormously profitable but entirely unregulated. It looks at a pedagogical practice that falls stunningly short of any imagined ideal. And it looks to the future, exploring what can be done to bestow on leaders a semblance of the gravitas associated with professionals.
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Holland, James, and Julian Webb. Learning Legal Rules. Oxford University Press, 2019. http://dx.doi.org/10.1093/he/9780198799900.001.0001.
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Learning Legal Rules brings together the theory, structure, and practice of legal reasoning in order to help the reader to develop both their knowledge and reasoning skills. It provides techniques of legal research, analysis, and argument, and explains the operation of precedent as well as effective statutory interpretation. When studying law, it is easy to become focused on the substantive aspects of the subject—the concepts, rules, and principles that go to make up contract, tort, crime, etc. In order to study and practise law effectively, it is essential not only to understand what the legal rules are, but also why they are as they are, and what consequences they might have. This requires that you develop the abilities that are the core focus of this book: to find and make sense of the primary and secondary sources of law; to interpret and apply authorities; to construct arguments both about the facts of a case, and as to how and why a particular authority should or should not be applied in a given situation, and to write clearly, and in an appropriate legal style, making reference to authority as necessary, in the proper academic form.
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Moss, Alvin H., Dale E. Lupu, Nancy C. Armistead, and Louis Diamond, eds. Palliative Care in Nephrology. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780190945527.001.0001.
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Palliative care has become increasingly important across the spectrum of healthcare, and with it, the need for education and training of a broad range of medical practitioners not previously associated with this field of care. As part of the Integrating Palliative Care series, this volume on palliative care in nephrology guides readers through the core palliative knowledge and skills needed to deliver high value, high quality care for seriously ill patients with chronic and end-stage kidney disease. Chapters are written by a team of international leaders in kidney palliative care and are organized into sections exploring unmet supportive care needs, palliative care capacity, patient-centered care, enhanced support at the end of life, and more. Chapter topics are based on the Coalition for Supportive Care of Kidney Patients Pathways Project change package of 14 evidence-based best practices to improve the delivery of palliative care to patients with kidney disease. An overview of the future of palliative care nephrology with attention to needed policy changes rounds out the text. Palliative Care in Nephrology is an ideal resource for nephrologists, nurses, nurse practitioners, physician assistants, social workers, primary care clinicians, and other practitioners who wish to learn more about integrating individualized, patient-centered palliative care into treatment of their patients with kidney disease.
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Khabunova, E. E. Tales of the peoples of Eurasia. The Cunning Science. Kalmyk State University, 2020. http://dx.doi.org/10.12731/978-5-91458-342-9.
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The book "Tales of the peoples of Eurasia. The Cunning Science ” is a bilingual collection of texts of fairy tales of Abkhazians, Circassians, Altaians, Bashkirs, Bretons, Buryats, Vepsians, Gagauz, Irish, Kazakhs, Kalmyks, Germans, Ossetians, Russians, Xinjiang Oirats, Tatars, Uzbeks, Frenchmen, Chechens Yakuts. The geography of the distribution of the plot “the Cunning Science” is quite extensive and the ways of its migration are noted in the fabulous folklore of various peoples, countries and continents. The collection includes fairy tales with the plot type “cunning science”. It tells about a student who has studied wonderful knowledge and skills and has surpassed his teacher in this art. A series of magical transformations of the student in various animals, birds and objects helps him to escape from the teacher’s persecution. The texts of tales were prepared by a group of folklorists - participants of the international project “Tales of the Eurasian Peoples. The Cunning Science ”, within the framework “Strategic Development Program of “Kalmyk State University named after B. B. Gorodovikov " as a core-regional university for the period 2017-2021." The publication is intended for folklorists, linguists, ethnologists, anthropologists, cultural scientists, as well as for students and graduate students of philological department and for a wide range of readers interested in folklore and culture of the peoples of Eurasia.
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Twyford, Karen. Collaborating. Edited by Jane Edwards. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199639755.013.41.
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Effective teamworking is increasingly considered vital for successful outcomes for clients, professionals, and advancement of the profession of music therapy. However, while many benefits may be realized, teamworking does not come without its challenges. Team success requires tasks which are clearly defined and motivating overall in addition to synthesis and integration of skills and knowledge to stimulate team members. Additionally, effective teamworking requires an awareness of the diverse purposes required for different forms of integrated working. This chapter evaluates and discusses the ways in which music therapists can be effective as team members in health care and education services.
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Tholen, Gerbrand. Graduate Work. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198744481.001.0001.
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The expansion of higher education (HE) has been one of the most important changes to affect Western labour markets. More than a third of all British workers are now degree holders. The graduate labour market is often understood as that part of the labour market characterized by high skills and high knowledge intensity and required in an increasingly complex economy. HE is presumed to be the developer of these advanced skills. Yet with the graduatization of the workforce come growing concerns about as well as misunderstanding of what jobs graduates occupy, how they utilize their skills, and education’s role within graduate work and the competition for jobs. The book examines some of the assumptions placed on graduate work, graduate jobs, graduate skills, and graduate careers. It provides valuable insights into how we can understand the meaning of graduate work within a rapidly changing economic, technological, and organizational context. Based on in-depth qualitative case studies on software developers, financial analysts, laboratory scientists, and press officers, the book shows that the graduate labour market is more heterogeneous than often is understood. What counts as graduate work remains contested and under constant reinterpretation and renegotiation. Also, access to work, job performance, and career advancement are not necessarily driven by university qualifications and skills associated with HE. The book begins to explore how, and to what extent, those workers with university degrees are defined by their educational experiences, status, and qualifications, mounting a powerful critique against the idealization of graduate work.
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Borrás, Susana, and Charles Edquist. Holistic Innovation Policy. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198809807.001.0001.
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This book is about holistic innovation policy: its theoretical foundations, its problem-oriented approach, and its instrument choices. We start with the observation that most of the current innovation policies are not holistic because they only focus on a few determinants of innovation processes. This book provides a theoretically anchored foundation for the design of holistic innovation policy by identifying the core policy problems that tend to afflict the activities of innovation systems, including the unintended consequences of policy itself. This is a necessary stepping stone for the identification of viable, relevant, and down-to-earth policy solutions. The book also offers a critical analysis of policy instruments and their choice in innovation policy design. It is not a ‘recipe’ nor a ‘how-to’ guide. Instead, it provides analytical depth and substantial considerations about the ways in which policy might be providing solutions to problems in systems of innovation. After introducing its conceptual framework about innovation and innovation policy, the book delves into the following areas of innovation policy-making: knowledge production and research and development; education, training, and skills development; functional procurement as demand-side; change of organizations through entrepreneurship and intrapreneurship; interaction and innovation networks; changing institutions and regulations; and the public financing of early stage innovations. Its critical and novel perspective serves policy-makers, scholars, and anyone interested in the design of innovation policy. The summary chapter (Chapter 12) can be read independently of the rest of the book.
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Bullock, Ian, Jill Macleod Clark, and Joanne Rycroft-Malone, eds. Adult Nursing Practice. Oxford University Press, 2012. http://dx.doi.org/10.1093/oso/9780199697410.001.0001.
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Adult Nursing Practice: Using evidence in care enables today's students and newly qualified nurses develop the knowledge and skills they need to deliver, and lead care tomorrow. Reflecting the principles of evidence-based care in line with the current NMC competencies, this textbook helps students learn to manage patients with common conditions and fundamental health needs so they can provide the best possible evidence-based care. Written, and edited by leading nurses from practice, education and research, it focuses on common diseases, fundamental health needs, and symptoms that nurses' encounter in daily practice. Conditions are clearly explained so that the causes of ill health are easily understood. Every chapter covers pathophysiology, indicates the key priorities for nursing assessment, and discusses 'what the evidence says', before considering nursing management options. Throughout the authors' clear signposts to trustworthy evidence mean that students can effortlessly select the best nursing interventions for their patients using the current available evidence-base. The ideal guide for students preparing for registration and newly qualified staff going through preceptorship, it is packed with over 115 illustrations and lots of features to bring the subject to life and make learning easier: BLNursing assessment illustrations outline challenges caused by common diseases in a helpful and memorable way, highlighting issues that need assessment BLRed flag icons indicate the warning signs of deterioration and urgent questions are listed that can be used for assessment and monitoring BLCase studies of effective evidence-based interventions show the difference that high quality nursing care makes BLCross references between common conditions' causes and managing related health needs and symptoms develop understanding by clearly linking pathophysiology with nursing management options BLTheory into practice boxes further enhance learning through suggested activities, such as exploring key evidence, considering major practice issues or applying core knowledge while out on placement BLOnline resource centre at www.oxfordtextbooks.co.uk/orc/bullock http://www.oxfordtextbooks.co.uk/orc/bullock. Filled with interactive and useful e-learning resources to help students test their learning, keep up-to-date with the latest evidence and further expand their knowledge, it features: BLClinical decision making scenarios BLQuiz questions BLUpdates to content BLHyperlinked references BLimages from the book BLLecturer resources
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Touchon, Justin C. Applied Statistics with R. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198869979.001.0001.
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Whether at the undergraduate, graduate, or post-graduate level, Applied Statistics with R: A Practical Guide for the Life Sciences teaches readers to properly analyze data in an efficient, accessible, plainspoken, frank, and occasionally humorous manner. Readers will come away with the knowledge of which analyses they should use and when they should use them, an important skill in an age when the statistical analyses used in the life-sciences are becoming increasingly advanced. This book uses the statistical language R, which is the choice of ecologists worldwide and is rapidly becoming the ‘go-to’ stats program throughout the life-sciences. Written around a single real-world dataset, Applied Statistics with R which encourages readers to become deeply familiar with an imperfect but realistic set of data, much like they themselves might collect. Early chapters are designed to teach basic data manipulation skills and build good habits in preparation for learning more advanced analyses. This approach also demonstrates the importance of viewing data through different lenses, facilitating an easy and natural progression from linear and generalized linear models through to mixed effects versions of those same analyses. Readers will also learn advanced plotting and data-wrangling techniques, and gain an introduction to writing their own functions. Applied Statistics with R is suitable for senior undergraduate and graduate students, professional researchers, and practitioners throughout the life-sciences, whether in the fields of ecology, evolution, environmental studies, or computational biology.
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Harun, Nor Hazlyna, Hamirul ’Aini Hambali, Mohamad Ghozali Hassan, and Khairah Nazurah Karim. Learn by example: MATLAB app design. UUM Press, 2017. http://dx.doi.org/10.32890/9789672064510.
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MATLAB App Designer is a feature that allows MATLAB code to be packaged into an interactive software.The software can be shared on any computer without the trouble of having to install MATLAB or even knowing programming knowledge to be able to operate the software.This books provides hands on approach to guide learners in developing the software from scratch using MATLAB App Designer.It covers a wide variety on standard graphical component (radio button, tables, button, check boxes, sliders and many others) and how to utilize its properties and function in deploying end user software.Source code for all the example program can be studied and understand by student easily.This equips learners with the fundamental and required skills for developing the application on their own. Added that, the example code can be reusable with other case problem or application similar to the hands on example. The key to mastering any application development software is to practice, so that you are familiarize with the components and understand its properties and behavior.In simple word, knowing how each components work is essential. This is where this book benefits learner that needs to develop software application using MATLAB.
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Browning, Birch P. How Students Learn. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199928200.003.0006.
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The chapter relates that learning, whether of new knowledge, a new skill, or a new attitude, has both neurological and psychological components. The learning process modifies the structure of the brain (via synaptogenesis) and is experienced by the learner as a representation. Representations enable us to recognize and then cogitate about items, experiences, and concepts . Learning is more efficient if based on prior learning, stored in patterns, and is more likely to occur if the learner finds the material meaningful or useful. The chapter describes the ways in which changing a known routine (adaptive expertise) and being aware of one’s own thought process (metacognition) effect learning. Experts are able to solve complex problems because they have developed interlocking pattern-based representations of the core understandings of their domain.
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Grigg, Gordon, and David Kirshner. Biology and Evolution of Crocodylians. CSIRO Publishing, 2015. http://dx.doi.org/10.1071/9781486300679.
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Biology and Evolution of Crocodylians is a comprehensive review of current knowledge about the world's largest and most famous living reptiles.
 
 Gordon Grigg's authoritative and accessible text and David Kirshner's stunning interpretive artwork and colour photographs combine expertly in this contemporary celebration of crocodiles, alligators, caimans and gharials. This book showcases the skills and capabilities that allow crocodylians to live how and where they do. It covers the biology and ecology of the extant species, conservation issues, crocodylian–human interaction and the evolutionary history of the group, and includes a vast amount of new information; 25 per cent of 1100 cited publications have appeared since 2007. 
 
 Richly illustrated with more than 500 colour photographs and black and white illustrations, this book will be a benchmark reference work for crocodylian biologists, herpetologists and vertebrate biologists for years to come.
 
 Winner of the 2015 Whitley Medal.
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Flynn, Maria, and Dave Mercer, eds. Oxford Handbook of Adult Nursing. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198743477.001.0001.
Full textAbstract:
The second edition of the Oxford Handbook of Adult Nursing addresses the philosophy, principles, and practice of general adult nursing, and the ways in which general adult nurses relate to people, engage critically with professional knowledge, and organize appropriate nursing care and interventions. The content provides information to help general nurses to draw on their personal and professional values, knowledge, and experience when making general practice decisions and organizing care. The handbook is designed to be a broad reference source, focused on the types of conditions that general adult nurses are most likely to come across in their everyday work, whether this is in hospital, hospice, or community locations. The handbook is arranged in four sections, each of which presents key facts related to professional nursing values, communication and interpersonal skills, nursing practice and decision-making, and leadership, management, and teamwork. Details of clinical procedures are not included, as these are expertly addressed in the Oxford Handbook of Clinical Skills in Adult Nursing. Part 1—Professional nursing values (Chapters 1–4)—outlines the values and statutory responsibilities underpinning all nursing practice, decision-making, and patient care. Part 2—Communication and interpersonal skills (Chapters 5–11)—discusses key features of empathetic communication in different nursing contexts. Part 3—Nursing practice and decision-making (Chapters 12–26)—provides key facts about health conditions in different body systems, along with potential investigations and treatment approaches. These chapters also highlight related nursing considerations, to stimulate and support thinking and decision-making in practice. Part 4—Nursing leadership, teamwork, and collectives (Chapters 27–31)—focuses on leadership, management, and teamwork, and the way nurses interact with each other, patients, and the public. Each chapter also lists useful sources of further information. The majority of these are online resources, in recognition of the way most people use information and communication technology in everyday nursing practice, education, and research. Other texts in the Oxford nursing handbook series provide a wide range of specialist texts to cover the detail of more specialized aspects of nursing practice, and reference to these are included throughout the text.
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Kellman, Noah. The Game Music Handbook. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190938680.001.0001.
Full textAbstract:
Writing music for games is an art that requires conceptual forethought, specialized technical skill, and a deep understanding of how players interact with games and game audio. The Game Music Handbook embarks on a journey through numerous soundscapes throughout video game history, exploring a series of concepts and techniques that are key to being a successful game music composer. This book organizes key game music scoring concepts into an applicable methodology, describing them with memorable distinctions that leave readers with a clear picture of how to apply them to creating music and sound. Any music composer or musician who wishes to begin a career in game composition can pick up this text and quickly gain a solid understanding of the core techniques for composing video game music, as well as the conceptual differences that separate it from any other compositional field. Some of these topics include designing emotional arcs for nonlinear timelines, the relationship between music and sound design, discussion of the player’s interaction with audio, and more. There is also much to be gained by advanced readers or game audio professionals, who will find detailed discussion of game state and its effect on player interaction, a composer-centric lesson on programming, how to work with version control, information on visual programming languages, emergent audio, music for virtual reality (VR), procedural audio, and other indispensable knowledge about advanced reactive music concepts. The text often explores the effect that music has on a player’s interaction with a game. It discusses the practical application of this interaction through the examination of various techniques employed in games throughout video game history to enhance immersion, emphasize emotion, and create compelling interactive experiences.
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Mehta, Jal. The Allure of Order. Oxford University Press, 2013. http://dx.doi.org/10.1093/oso/9780199942060.001.0001.
Full textAbstract:
Ted Kennedy and George W. Bush agreed on little, but united behind the No Child Left Behind Act (NCLB). Passed in late 2001, it was hailed as a dramatic new departure in school reform. It would make the states set high standards, measure student progress, and hold failing schools accountable. A decade later, NCLB has been repudiated on both sides of the aisle. According to Jal Mehta, we should have seen it coming. Far from new, it was the same approach to school reform that Americans have tried before. In The Allure of Order, Mehta recounts a century of attempts at revitalizing public education, and puts forward a truly new agenda to reach this elusive goal. Not once, not twice, but three separate times-in the Progressive Era, the 1960s and '70s, and NCLB-reformers have hit upon the same idea for remaking schools. Over and over again, outsiders have been fascinated by the promise of scientific management and have attempted to apply principles of rational administration from above. Each of these movements started with high hopes and ambitious promises, but each gradually discovered that schooling is not easy to "order" from afar: policymakers are too far from schools to know what they need; teachers are resistant to top-down mandates; and the practice of good teaching is too complex for simple external standardization. The larger problem, Mehta argues, is that reformers have it backwards: they are trying to do on the back-end, through external accountability, what they should have done on the front-end: build a strong, skilled and expert profession. Our current pattern is to draw less than our most talented people into teaching, equip them with little relevant knowledge, train them minimally, put them in a weak welfare state, and then hold them accountable when they predictably do not achieve what we seek. What we want, Mehta argues, is the opposite approach which characterizes top-performing educational nations: attract strong candidates into teaching, develop relevant and usable knowledge, train teachers extensively in that knowledge, and support these efforts through a strong welfare state. The Allure of Order boldly challenges conventional wisdom with a sweeping, empirically rich account of the last century of education reform, and offers a new path forward for the century to come.