Books: 'Support du superviseur'

1

Baron, Stefan. Workplace learning: Subjective motives and supervisor support matter. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2011.

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Baron, Stefan. Workplace learning: Subjective motives and supervisor support matter. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2011.

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3

Baron, Stefan. Workplace learning: Subjective motives and supervisor support matter. Wiesbaden: VS, Verlag für Sozialwissenschaften, 2011.

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4

Simpson, Christine. Support in the first year of health visiting: Perceptions of supervisees and supervisors about the support required by newly qualified health visitors. Leicester: De Montfort University, 2001.

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5

Reid, Dennis H. The supervisor training curriculum: Evidence-based ways to promote work quality and enjoyment among support staff. Washington, DC: American Association on Intellectual and Developmental Disabilities, 2011.

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6

Corporation, National Learning. Support Collection Supervisor. National Learning Corp, 2005.

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7

Jane, Mary, and Gillian Dale. AQA Extended Project Supervisor Support File. Oxford University Press, 2009.

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8

Goldberg, Andrew, and Xiaojin Zhu. Introduction to Semi-supervised Learning (Synthesis Lectures on Artificial Intelligence and Machine Learning). Morgan & Claypool Publishers, 2008.

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9

Cave, Bright Light Publishng. Don't Panic! I'm a Professional Administrative Support Supervisor : Customized 100 Page Lined Notebook Journal Gift for a Busy Administrative Support Supervisor: Far Better Than a Throw Away Greeting Card. Independently Published, 2020.

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10

A Review of state agency position allocations, support services supervisor series, office manager series. Salem, Or: Audit Program, Human Resource Services Division, Dept. of Administrative Services, 1996.

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11

Mann, Heřman, and Jiří Vencovský. Treatment of the idiopathic inflammatory myopathies. Edited by Hector Chinoy and Robert Cooper. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198754121.003.0017.

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The management of idiopathic inflammatory myopathies (IIM) poses a challenge due to disease heterogeneity, variable responses to treatment and limited data from controlled studies. High dose glucocorticoids, often combined with other immunosuppressive drugs, represent the most common pharmacotherapeutic approach. The importance of early commencement of supervised exercise is also stressed. In treatment resistant cases, the introduction of drug combinations is recommended, and intravenous immunoglobulins may also be effective. Currently available data do not support use of most biological agents in the treatment of IIM, except possibly rituximab, which appears potentially effective in patients with myositis specific autoantibodies. The presence of organ involvement should prompt more aggressive treatment. A multidisciplinary approach should be adopted in most IIM patients.

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12

Wilson, Emily Herring. Arthurdale. University of North Carolina Press, 2018. http://dx.doi.org/10.5149/northcarolina/9781469635835.003.0014.

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Hickok reported to Eleanor on the squalid conditions of a mining town in West Virginia called Scott's Run, and Eleanor, often with Nancy Cook, immediately went to see for herself. In the first New Deal resettlement housing projects she and Nancy, which frequent car trips, helped set up a self-sufficient community and advised the residents on housing, which Louis Howe had supervised the purchase of inadequate prefabs. It was Eleanor's pet project, but soon the Congress rebelled against funding what they regarded as a failed enterprise. Eleanor continued to support it, even after it has lost federal funding and the homes had been sold to residents. Today it is a historic site called Arthurdale.

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13

Notebooks, Creacom. I'm a Supervisor I Suppose I Could Be Prouder but It's Highly Unlikely: Cool Supervisor Notebook, Journal Gift, Diary, Doodle Gift or Notebook 6 X 9 Compact Size- 109 Blank Lined Pages. Independently Published, 2020.

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14

Lam, W. Hiu, and J. Robert Sneyd. Teaching in anaesthesia. Edited by Philip M. Hopkins. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199642045.003.0037.

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Anaesthesia education is uniquely placed to allow safe and supervised workplace teaching and training delivered in a personalized, contextual one-to-one basis. Trainers and trainees need to manage their expectations in training, enabling flexible and opportunistic capturing of these learning episodes, as well as structured learning. Structured planning of individualized training is imperative to facilitate learning in trainees with different learning styles. Role modelling of trainers in the workplace is an essential component of both clinical and professional teaching. Critical reflection and high-quality trainee feedback enhances this experiential learning. A robust framework of education governance is fundamental in maintaining a high standard of training; this includes trainer accreditation, recognizing the importance of trainer development, and an appropriate infrastructure to support training and education in the clinical workplace.

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15

Hammer, Leslie B., Caitlin A. Demsky, Ellen Ernst Kossek, and Jeremy W. Bray. Work–Family Intervention Research. Edited by Tammy D. Allen and Lillian T. Eby. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199337538.013.27.

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This chapter reviews the literature on work–family interventions focusing on linkages to evidence-based employee health and well-being outcomes and on return on investment (ROI) in organizations. Work–family interventions include, but are not limited to, alternative work arrangements, family supportive supervisor behavior training, work redesign to increase schedule control, and the provision of dependent care supports. Work–family interventions have the goal of reducing work–family conflict and in turn increasing the health and well-being of employees and the organizations in which they work (Kossek, Hammer, Kelly, and Moen, 2014). Sixteen studies were identified that meet our criteria. The chapter provides a discussion of establishing the work–family intervention value proposition with a focus on ROI, concluding with a discussion of approaches and guidelines for future work–family intervention research and practice.

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16

Trevarthen, Colwyn. What young children give to our learning. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198747109.003.0002.

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Studies of the cleverness of young children reveal that education, or schooling, is a cultivation of inherent motives of human pleasure in cooperative and creative life. An experienced teacher in a kindergarten, or a supervisor of doctoral students at university, supports affectionate and curious pupils who are ready to learn new stories of knowing and doing. François Rabelais, a sixteenth-century humanist, and Paulo Freire in Pedagogy of the Oppressed, have rejected ‘the absurd idea of pouring in knowledge’. Educators who act like a loving parent to help the child learn in playful and musical or poetic companionship are guiding the strengths of human nature. Officials appointed to administer education for the government of society need to understand that it is the human mind's convivial enthusiasm that inspires a lifetime of learning with many teachers. They need to listen to parents, to experienced teachers, and to children.

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17

Tudor, Keith. The Book of Evan: The work and life of Evan McAra Sherrard. resourceBOOKS, 2017. http://dx.doi.org/10.24135/toab.2.

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In many ways Evan McAra Sherrard was a Renaissance man: a master of not one but several trades - agriculture, education, ministry, and psychotherapy - and he liked the fact that he had several strings to his bow. He described his "basic sense of identity" as "a healing minister of religion" and that "my personal competence is as a psychotherapist". To many - family, friends, colleagues, trainees, supervises, and clients - he was compassionate, open hearted, thoughtful, and generous. Evan was intstrumental in setting up the Cameron Centre in Dunedin in the 1960s, the Human Development Team within Presbyterian Support Services in Auckland in the late 1970s, and the Psychotherapy Programme at Auckland Institute (now University) of Technology in the late 1980s. More broadly, he was hugely influentual in the practice, professions and organisation of transactional analysis, psychodrama, psychotherapy, and counselling in New Zealand. This book brings together Evan's mostly unpublished writings in these various fields of interest, together with contributions from some 40 people, including his family, who represent the breadth and depth of influence that Evan's work and life had - and continues to have today.

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18

Coyne, Imelda, Freda Neill, and Fiona Timmins, eds. Clinical Skills in Children's Nursing. Oxford University Press, 2010. http://dx.doi.org/10.1093/oso/9780199559039.001.0001.

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Children's Nurses require excellent clinical skills to provide high quality care to children and young people across a range of different ages. After the first year of their training, children's nursing students must master skills of increasing complexity whilst developing clinical judgement and confidence. Therefore, it is vital that links are made to children's biology and development, family needs, legal issues and problem solving but until now, it has been hard to find all this in one place. Clinical Skills for Children's Nursing is designed for children's and general nursing students in second year onwards to facilitate the transition from closely supervised beginners, to qualified professionals. By clearly explaining essential principles, evidence and special considerations, this text helps students to build up their confidence, not just in performing skills, but also in decision-making in readiness for registration and beyond. Step-by-step guides to performing core and advanced procedures are presented in tables for easy comprehension and revision, illustrated by photographs and drawings. Each skill draws on the available evidence base, which is updated regularly on the accompanying Online Resource Centre. Uniquely, this text develops students' critical thinking skills and ability to deliver child centred care by providing clear links to anatomical, physiological and child development milestones as well as regular nursing alerts which help prevent readers from making common mistakes. Clearly reflecting the Nursing and Midwifery Council's Essential Skills Clusters for registration and beyond, Clinical Skills for Children's Nursing is designed to support student nurses develop into competent practitioners. Supported by a dedicated Online Resource Centre with up-to-date evidence, realistic scenarios, and a wealth of other tools. On the Online Resource Centre: For registered lecturers and mentors: - Figures from the book, ready to download and use in teaching material For students: - Evidence, guidelines and protocols, reviewed and updated every 6 months - Over 40 interactive scenarios - Active web links provide a gateway to the articles cited in the book - Flashcard glossary to help learn key terms

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19

Metzner, Jeffrey L., and Kenneth L. Appelbaum. Levels of care. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199360574.003.0022.

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Just as in community settings, there is a continuum of care for mentally ill inmates in correctional settings. This continuum progresses from ambulatory care through supported residential housing to inpatient or infirmary care. The continuum of care for inmates with mental illness includes outpatient care, emergency services, day treatment, supported residential housing, infirmary care, and inpatient psychiatric hospitalization services. Outpatient treatment is the least intensive level of care. In some systems this may include a day treatment program, which provides enhanced mental health services similar to a residential program as described below. In the case of outpatient treatment, participating inmates live in a general population housing unit with other inmates, many of whom are not in need of mental health services. A residential program (i.e., housing unit) within the correctional setting is provided for inmates with chronic mental illness who do not require inpatient treatment but do require enhanced mental health services. Such a designated housing unit can provide a safe and therapeutic environment for those unable to function adequately within the general inmate population. Crisis intervention services include both brief counseling and supervised stabilization. The latter, often provided in an infirmary setting, serve short-term stabilization and/or diagnostic purposes. A psychiatric inpatient program is the most intensive level of care and is often provided by the state psychiatric hospital system. This chapter describes each level and how they may be adapted successfully to function in correctional settings to meet the needs of individuals with mental illness.

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20

Metzner, Jeffrey L., and Kenneth L. Appelbaum. Levels of care. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199360574.003.0022_update_001.

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Just as in community settings, there is a continuum of care for mentally ill inmates in correctional settings. This continuum progresses from ambulatory care through supported residential housing to inpatient or infirmary care. The continuum of care for inmates with mental illness includes outpatient care, emergency services, day treatment, supported residential housing, infirmary care, and inpatient psychiatric hospitalization services. Outpatient treatment is the least intensive level of care. In some systems this may include a day treatment program, which provides enhanced mental health services similar to a residential program as described below. In the case of outpatient treatment, participating inmates live in a general population housing unit with other inmates, many of whom are not in need of mental health services. A residential program (i.e., housing unit) within the correctional setting is provided for inmates with chronic mental illness who do not require inpatient treatment but do require enhanced mental health services. Such a designated housing unit can provide a safe and therapeutic environment for those unable to function adequately within the general inmate population. Crisis intervention services include both brief counseling and supervised stabilization. The latter, often provided in an infirmary setting, serve short-term stabilization and/or diagnostic purposes. A psychiatric inpatient program is the most intensive level of care and is often provided by the state psychiatric hospital system. This chapter describes each level and how they may be adapted successfully to function in correctional settings to meet the needs of individuals with mental illness.

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Books on the topic 'Support du superviseur'

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