Suchergebnisse

"Care-giving is an activity that has been practiced by all human societies. From the earliest societies through to the present, all humans have faced choices regarding how people in positions of dependency are to be treated. As such, care-giving, and the form it takes, is a central experience of being a human and one that is culturally mediated. Archaeology has tended to marginalise the study of care, and debates surrounding our ability to recognise it within the archaeological record have often remained implicit rather than a focus of discussion. These 12 papers examine the topic of care in past societies and specifically how we might recognise the provision of care in archaeological contexts and to open up an inter-disciplinary conversation, including historical, bioarchaeological, faunal and philosophical perspectives. The topic of 'care' is examined through three different strands: the provision of care throughout the life course, namely that provided to the youngest and oldest members of a society; care-giving and attitudes towards impairment and disability in prehistoric and historic contexts, and the role of animals as both recipients of care and as tools for its provision"--Publisher description

Work-based learning in health care is increasing due to demands for skill mix in the workforce. It brings specific challenges to employers, educationalists and students. A literature review was undertaken and a scoping exercise was conducted of work-based learning courses within Scotland. Ethical approval was acquired. Individuals were identified through Academic Heads, by snowballing and from University websites. Key people were interviewed and the perceived advantages and disadvantages of work based learning were identified. It can be labour intensive, difficult to assess and there are issues with quality assurance. However, its ability to link theory and practice, its relevance and flexibility were viewed as major advantages. It appears to be effective where there is very careful planning from both Universities and employers and appropriate resources are allocated. It is not a more economical method of education but practitioners state that it more effectively bridges theory-practice gaps than more traditional methods.

A new conflict analysis technique is employed to analyze the international crisis that was created when Egypt nationalized the Suez Canal in 1956. The Suez Crisis involved the use of strategic surprise by the Egyptians and it is clearly demonstrated how this type of situation can be readily modelled by utilizing contemporary methods from conflict analysis. The analysis algorithm provides a procedure for systematically studying the implications of the Suez Crisis and also for predicting what possible scenarios could have taken place.