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"This book focuses on early examples of women who may be said to have anticipated, in one way or another, modern professional and/or career-oriented women. The contributors to the book discuss women who may at least in some respect be seen as professionally ambitious, unlike the great majority of working women in the past. In order to improve their positions or to find better business opportunities, the women discussed in this book invested in developing their qualifications and professional skills, took economic or other kinds of risks, or moved to other countries. Socially, they range from elite women to women of middle-class and lower middle-class origin. In terms of theory, the book brings fresh insights into issues that have been long discussed in the field of women's history and are also debated today. However, despite its focus on women, the book is conceptually not so much focused on gender as it is on profession, business, career, qualifications, skills, and work. By applying such concepts to analyzing women's endeavours, the book aims at challenging the conventional ideas about them"--Provided by publisher.

AbstractProfessional development (PD) is a key element for enhancing the quality of academic teaching. An increasing number of PD activities have moved to blended and online formats, especially since the COVID-19 pandemic. Due to the desire, potential, and need for collaboration among educators to learn from innovative and best practices, several institutions have started to pool their resources and expertise together and have started to implement cross-institutional and cross-national online professional development (OPD). The questions of what type of a (cross-)institutional OPD educators might prefer, and whether educators learn effectively from (and with) peers in such cross-cultural context have not been adequately explored empirically. In this case-study across three European countries, we explored the lived experiences of 86 educators as a result of a cross-institutional OPD. Using a mixed methods design approach our pre-post findings indicated that, on average, participants made substantial gains in knowledge. In addition, several cultural differences were evident in the expectations and lived experiences in ODP, as well as the intention to transfer what had been learned into one's own practice of action. This study indicates that while substantial economic and pedagogical affordances are provided with cross-institutional OPD, cultural differences in context might impact the extent to which educators implement lessons learned from OPD.

This paper focuses on the contributions of Norbert Elias's theory to the study of the European integration process. There is a long tradition in EU studies to analyze the emergence in Brussels of a Regulatory state. But the European Regulatory State (ERS) has remained to this day largely an asociological and ahistorical concept. Yet, everything indicates that the ERS was not just a product of the European treaties. It appears as a result of political and professional mobilizations that developed in the long history of European construction. Elias's theory provides a useful framework to study the socio-genesis of the ERS. First, his long-term approach of state formation instead of state building not only helps to sociologize and historicize the form of government that emerged in Brussels but also to understand the role of private actors, such as competition lawyers, in this process. Second, Elias's sociology of professions invites us to go beyond the study of the institutional façade of legal professions and to analyze lawyers' investments in the "civilizing" of European capitalism. Studying the role of first competition lawyers who specialized in EU policies in the 1970s and 1980s, this paper shows how these lawyers strengthened their position in national bars and established themselves as the first intermediaries of EU policies. Finally, however, the constitution of the European competition lawyer's habitus illustrates loopholes in European integration as a civilizing process, or the possibility of a concurrent decivilizing one.

OVERVIEW -- Unaccompanied migrant minors in Italy: numbers and the transition to adulthood Rita Bichi -- The reception system for unaccompanied migrant minors Italy: an overview Gabriella Argento -- ISSUES -- Vulnerability and well-being: unaccompanied migrant minors in Italy Giuseppina Tumminelli -- Relational challenges for social workers with unaccompanied migrant minors Roberta T. Di Rosa -- SUGGESTIONS -- Working for and with unaccompanied migrant minors: methodological suggestions from the field Nicoletta Pavesi -- Voluntary guardians of unaccompanied minors: methodological suggestions from a model of training and support in the North-West of Italy Elena Allegri -- Collaborative methods and tools in the training of social workers in the reception of minor and adult migrants Tiziana Tarsia.

"This book focuses in an in-depth way on the particular problems faced by nurses in various advanced practice roles across the life-span and in front-line care. It is comprehensive textbook broken out into three sections: philosophical foundation, ethics, and specialty focus"--

An overview of ethics -- Top priority : the patient -- Vulnerable populations -- Confidentiality -- Ethics and the workplace -- Accountability : the medical record -- Liability and health care : legal aspects of health care -- Life and death issues -- Controversial issues in health care