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IntroductionChapter 1 The Professions and CharacterChapter 2 Virtues and the Ethical NurseChapter 3 Nurses and Nursing: Motivations, Personal Character Strengths and Ideal Character StrengthsChapter 4 Nurses, Ethical Dilemmas and the Ethical Education of NursesConclusions, Recommendations and Further ResearchReferences

Cover -- Half Title -- Series -- Title -- Copyright -- Contents -- Acknowledgements -- Introduction -- 1 The professions and character -- 2 Virtues and the ethical nurse -- 3 Nurses and nursing: motivations, personal character strengths and ideal character strengths -- 4 Nurses, ethical dilemmas and the ethical education of nurses -- Conclusions, recommendations and further research -- References -- Index.

The Palgrave Handbook of Citizenship and Education provides an authoritative and comprehensive overview of the current field of citizenship and education. It draws on insights from a range of disciplines to explore historical, philosophical, theological, sociological and psychological ideas on how the two concepts intersect and is international in scope, authorship and readership. Five sections provide a clear outline of: - Foundational thinkers on, and the theories of, citizenship and education; - Citizenship and education in national and localised contexts; - Citizenship and education in transnational contexts; - Youth, advocacy, citizenship and education; - Contemporary insights on citizenship and education. An essential resource for scholars interested in how theorizations of citizenship, civic identity and participatory democracy are, and could be, operationalized within educational theories, educational debates, educational curricular, and pedagogic practices.

Over the past years, the changing nature of pharmacy practice has caused many to realize that the practice must not only be managed, but also led. Leadership and Management in Pharmacy Practice discusses a variety of leadership and managerial issues facing pharmacists now and in the future. This second edition has been reorganized by placing leadership chapters up front, followed by management chapters, thus emphasizing the need for leadership first. The book is written by contributors from within and outside pharmacy practice-a reflection of the complexity of management in pharmacy settings.

FUTURE CITIZENS: 21ST CENTURY CHALLENGES FOR YOUNG PEOPLE, KRZYWOSZ-RYHNKIEWICZ, B, ZALEWSKA, A. AND OSS, (EDS) (2010) Krakow: Impuls ISBN: 978 83 7587 431 0, h/bk, €14.27
What's Fair? Young Europeans' Constructions of Equity, Altruism and Self-Interest, Ross, A.
and Dooly, M. (eds) (2010) Barcelona: Universitat Autonoma de Barcelona Press ISBN: 978 84 608 1112 1, p/bk, £20
THEIR HOPES, FEARS AND REALITY: WORKING WITH CHILDREN AND YOUTH FOR THE FUTURE, M. DOOLY, PETER BERG (2010) ISBN: 978 3 0343 0441 2, Oxford: Peter Lang, p/bk, £41.80
CHILDREN
AS DECISION MAKERS IN EDUCATION: SHARING EXPERIENCES ACROSS CULTURES, SUE COX, ANNA ROBINSON-PANT, CAROLINE DYER AND MICHELE SCHWEISFURTH (EDS) (2010) Continuum, London, 180 pp., ISBN: 978-0-8264-2548-5, h/bk, £70
TEACHING HISTORY: DEVELOPING AS A REFLECTIVE SECONDARY TEACHER, IAN
PHILLIPS (2008) London: SAGE Publications Ltd, 288 pp., ISBN: 978-1412947916, p/bk, £24.99

In India, biodiversity data and information are gaining significance for sustainable development and preparing National Biodiversity Strategies and Action Plans (NBSAPs). Civil societies and individuals are seeking open access to data and information generated with public funds, whereas sensitivity requirements often demand restrictions on the availability of sensitive data. In India, the traditional classification of data for sharing was based on the "Open Series Data" model; i.e. data not specifically included remains inaccessible. The National Data Sharing and Accessibility Policy (NDSAP Anonymous 2012Suppl. material 1) published in 2012 produced a new data sharing framework more focused on the declaration of data as closed. NDSAP is a clear statement that data that are produced by the Government of India should be shared openly. Although much of the verbiage is focused on sharing within the Government to meet national goals, the document does include clear statements about sharing with the public. The policy is intended to apply "to all data and information created, generated, collected and archived using public funds provided by the Government of India". The policy is quite clear that it should apply to all such data, and that such data should be categorized into open-access, registered-access, or restricted-access. NDSAP indicates that all Government of India-produced/funded data is to be opened to the broader community, but provides three access categories (open, registered, restricted). Although NDSAP does not offer much guidance about what sorts of data should fall in each of the categories, it clearly focuses on data sensitive in terms of national security (i.e., data that must be restricted), such as high-resolution satellite imagery of disputed border regions. Institutions collecting biodiversity data usually include primary, research-grade data in the restricted-access category and secondary / derived data (e.g., vegetation maps, species distribution maps) in the open or registered-access category. The conservative approach of not making bioidiversity data easily accessible, is not in accordance with the NDSAP policy, which emphasizes the openness of data. It also counters the main currents in science, which are shifting massively in the direction of opening access to data. Though NDSAP was intended for full implementation by 2014, its uptake by the institutions engaged in primary biodiversity data collection has been slow mainly because: providing primary data in some cases can endanger elements of the natural world; and many researchers wish to keep the data that result from their research activities shielded from full, open access out of a desire to retain control of those data for future analysis or publication. Biodiversity data collected as part of institutional activities belong, in some sense, to the institution, and the institution should value such data over the long term. If institutions curate their biodiversity data for posterity, they can reap the benefits. Imagine the returns if biodiversity data from current ongoing projects were to be compared to data collected 50-100 years later. Thus, organizations should emphasize the long-term view of institutionalizing data resources through fair data restrictions and emphasise on public access, rather than on individual rights and control. This approach may be debatable, but we reckon that it will translate into massive science pay-offs.

In India, biodiversity data and information are gaining significance for sustainable development and preparing National Biodiversity Strategies and Action Plans (NBSAPs). Civil societies and individuals are seeking open access to data and information generated with public funds, whereas sensitivity requirements often demand restrictions on the availability of sensitive data. In India, the traditional classification of data for sharing was based on the "Open Series Data" model; i.e. data not specifically included remains inaccessible. The National Data Sharing and Accessibility Policy (NDSAP Anonymous 2012Suppl. material 1) published in 2012 produced a new data sharing framework more focused on the declaration of data as closed. NDSAP is a clear statement that data that are produced by the Government of India should be shared openly. Although much of the verbiage is focused on sharing within the Government to meet national goals, the document does include clear statements about sharing with the public. The policy is intended to apply "to all data and information created, generated, collected and archived using public funds provided by the Government of India". The policy is quite clear that it should apply to all such data, and that such data should be categorized into open-access, registered-access, or restricted-access. NDSAP indicates that all Government of India-produced/funded data is to be opened to the broader community, but provides three access categories (open, registered, restricted). Although NDSAP does not offer much guidance about what sorts of data should fall in each of the categories, it clearly focuses on data sensitive in terms of national security (i.e., data that must be restricted), such as high-resolution satellite imagery of disputed border regions. Institutions collecting biodiversity data usually include primary, research-grade data in the restricted-access category and secondary / derived data (e.g., vegetation maps, species distribution maps) in the open or registered-access category. ...

This state-of-the-art, comprehensive Handbook is the first of its kind to fully explore the interconnections between social justice and education for citizenship on an international scale. Various educational policies and practices are predicated on notions of social justice, yet each of these are explicitly or implicitly shaped by, and in turn themselves shape, particular notions of citizenship/education for citizenship. Showcasing current research and theories from a diverse range of perspectives and including chapters from internationally renowned scholars, this Handbook seeks to examine the philosophical, psychological, social, political, and cultural backgrounds, factors and contexts that are constitutive of contemporary research on education for citizenship and social justice and aims to analyse the transformative role of education regarding social justice issues. Split into two sections, the first contains chapters that explore central issues relating to social justice and their interconnections to education for citizenship whilst the second contains chapters that explore issues of education for citizenship and social justice within the contexts of particular nations from around the world. Global in its perspective and definitive in content, this one-stop volume will be an indispensable reference resource for a wide range of academics, students and researchers in the fields of Education, Sociology, Social Policy, Citizenship Studies and Political Science. Andrew Peterson is Professor of Civic and Moral Education at Canterbury Christ Church University, UK, and Adjunct Professor of Education at the University of South Australia. His latest book is Civics and Citizenship Education in Australia: Challenges, Practices and International Perspectives (co-edited with Libby Tudball). Robert Hattam is Associate Professor in the School of Education, Associate Head of School: Research, Director of the Centre for Research in Education and Leader of the Pedagogies for Justice research group at the University of South Australia. He has been involved in numerous book projects with others including: Schooling for a Fair Go, Connecting Lives and Learning, and Pedagogies for Reconciliation. He also has published a book entitled Awakening-Struggle: Towards a Buddhist Critical Theory. Michalinos Zembylas is Associate Professor of Educational Theory and Curriculum Studies at the Open University of Cyprus. He is also Visiting Professor and Research Fellow at the Institute for Reconciliation and Social Justice, University of the Free State, South Africa. His latest book is titled Emotion and Traumatic Conflict: Re-claiming Healing in Education. James Arthur is Professor of Education and Civic Engagement and Director of the Jubilee Centre for Character and Virtues at the University of Birmingham, UK. He has written numerous books and articles in the areas of history teaching, educational studies, citizenship and character education, and higher education and religion. He is the former Editor of the British Journal of Educational Studies and advises the English government on character education.

International audience ; The economic imbalances that characterize the world economy have unequally distributed costs and benefits. That raises the question how countries could run long-term external surpluses and deficits without significant opposition against the policies that generate them. We show that political discourse helps to secure public support for these policies and the resulting economic outcomes. First, a content analysis of 32,000 newspaper articles finds that the dominant interpretations of current account balances in Australia and Germany concur with very distinct perspectives: external surpluses are seen as evidence of competitiveness in Germany, while external deficits are interpreted as evidence of attractiveness for investments in Australia. Second, survey experiments in both countries suggest that exposure to these diverging interpretations has a causal effect on citizens' support for their country's economic strategy. Political discourse, thus, is crucial to provide the societal foundation of national growth strategies.