Books on the topic 'Formal wheelchair skills training'

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.

This chapter considers returns to the individual from investing in skill. It describes the earnings and employment outcomes of people who have completed different levels of formal education across different countries, and goes on to consider the possible causal mechanisms at work. The methodology for estimating wage returns is critically discussed. Whilst much attention has been devoted to considering ability bias, other issues have received less attention. In particular qualifications or amounts of time spent studying are imperfect proxies for skills produced. Furthermore estimates from wage regressions are almost invariably interpreted through the lens of human capital theory -- the existence of a wage premium indicates that the productivity has increased due to the educational investment. Alternative interpretations are considered. These include the possibility that the premium represents a reward for obtaining a job on a fixed distribution of jobs -- in other words winning a positional competition race. Such possibilities raise several concerns. These include under-utilisation, both of general skills and of skills acquired through work-based training programmes, low marginal returns relative to average returns, and a widening and more risky distribution of payoffs.

The book explores the analysis of modern methodological solutions and standards regarding the classification and description of professional roles (skills / competencies / professions / profiles) in the field of information technology, as well as the analysis of similar aspects related to educational system tools for the development of IT skills / competencies, namely, educational programs and resources. The concept of skills and, above all, digital skills, is becoming dominant in human resources management, and the task of developing the skills necessary to participate in the digital economy and digital society is becoming one of the most important tasks of modern society. It requires the organization of processes for identifying relevant general and specialized digital skills and the organization of educational processes for teaching these skills through the development of the educational and training systems potential, using tools of additional education, lifelong learning and training in the workplace. These studies were carried out as part of the development work to create a system for the development of digital skills in demand in the digital economy, based on formal university education, as well as various forms of additional education, including the participation of employers. This made it possible to substantiate and develop fundamental solutions for creating a system for the development of digital skills, focused on the training of highly qualified specialists, innovative and scientific personnel (digital talents) in the field of computer and information sciences and their applications. In this regard, the authors hope that the research they have performed will be useful to all professionals engaged in solving the problems of personnel management, project management, developing educational and professional standards, developing educational programs and resources for the development of relevant digital skills, as well as all professionals and those who aspires to this, since in the book the reader will find the system of the modern landscape of the IT labor market.

This article begins with an overview of Arabic second-language acquisition (SLA) research. It discusses some SLA theories; the distancing of SLA research and theory from the traditional applied linguistics fields of methodology and teacher training; and major issues in current Arabic SLA research, which center on the development of skills in both primary and secondary discourses and efforts to balance these in formal and informal learning environments. The article then reviews published studies in Arabic SLA. This is followed by a discussion of five strands of research that distinguish themselves in the analysis of Arabic SLA: (1) studies on reading comprehension and word recognition; (2) listening comprehension; (3) learning strategies; (4) attitude and motivation; and (5) acquisition order of morphosyntactic features.

Diagnostic radiologists are often the first to know of a patient’s medical diagnosis, disease progression, or response to treatment. Communicating this information to both the referring physician and often directly to the patient has become increasingly important as the role of radiologists in patient care has evolved. As technology advances, and the field of radiology extends beyond the interpretation of diagnostic imaging into that of intervention and treatment, timely and clear communication of imaging results, limitations of radiology examinations, and the risks associated with image-guided interventional and therapeutic procedures is a priority. Instituting structured reporting, reporting lexicons, and formal communication skills training for radiologists are a few measures that radiologists can take to improve communication in the field. Such efforts to improve communication in radiology are integral components to enhancing and expanding the role of radiologists in patient care.

The book covers Athenian kinship from Drakon and Solon to Menander (with some references to later developments). It uses a wide range of sources: epigraphic, literary/forensic, and archaeological. It provides an ethnographic ‘thick description’ of Athenians’ interaction with their kin in all contexts: legal relations (adoption, guardianship, marriage, inheritance, disputes in and out of court); economic interaction (property, economic independence/dependence of sons in relation to fathers); training in specialist skills (doctors, actors, artists), loans, guarantees, etc.; rituals (naming, rites de passage, funerals and commemoration, dedications, cultic associations); war (military commands, organization of land and sea forces); and political contexts, both informal (hetaireiai) and formal (Assembly, Council). Volume II deals with corporate groups recruited by patrifiliation: tribes and trittyes (both pre-Kleisthenic and Kleisthenic), phratries, genê, and demes. The section on the demes stresses variety rather than common features, and provides up-to-date information on location and prosopography.

This book is intended for clinicians relatively new to palliative care, with an emphasis on topics that are important but too often neglected in formal training. Lay readers, seeking to learn more about chronic and terminal illness, may also find something of value. For both professionals and the lay public, Dr. Hallenbeck takes a narrative approach to explaining palliative care. Why did palliative care evolve in the United States as it did? How did troublesome symptoms such as pain, nausea, and shortness of breath evolve, and how does understanding this assist in symptom management? How might we better understand what aging and dying are all about—both from a nitty-gritty physiological and a more personal/human perspective? Dr. Hallenbeck highlights such an approach to illness with personal stories and anecdotes, drawn from his decades of practice experience. Major topics include an abbreviated history of palliative care in the United States, symptom management, communication skills, system change, burnout, and care at the end of life. While well grounded in the academic literature, the second edition of Palliative Care Perspectives is an introduction to the emerging field of palliative care, presented in a personal and accessible form.

There are many risks associated with incarceration, and a substantial one is suicide. Virtually every completed suicide generates litigation. Prevalence, demographics, trends, screening and assessment of suicide risk, and recognition of the key factors associated with increased risk and managing that risk safely and appropriately in jails is presented. The factors relating to increasing suicide risk in prisons are often quite distinct from other correctional settings. Issues such as restrictive housing, facility transfers, loss of community social supports, and chronic management all play potential roles. Proactive recognition of such concerns and active management is critical to effective risk reduction. This chapter discusses such factors in the context of changing prison dynamics and trends. Following completed suicides, a formal protocol is often followed to assist staff in understanding the events that led to the suicide and specifically intervening to address staff feelings that follow such a trauma. Such a process assists quality improvement initiatives, whether in the form of a root cause analysis or other format. Best practice approaches to post-mortem review and staff intervention/ support have been developed and are in use in many facilities. Working to eliminate or reduce the frequency of suicide attempts absolutely requires a staff culture committed to continued learning and improving of both knowledge and skills. This chapter presents a review of the current standards of suicide risk reduction training.

There are many risks associated with incarceration, and a substantial one is suicide. Virtually every completed suicide generates litigation. Prevalence, demographics, trends, screening and assessment of suicide risk, and recognition of the key factors associated with increased risk and managing that risk safely and appropriately in jails is presented. The factors relating to increasing suicide risk in prisons are often quite distinct from other correctional settings. Issues such as restrictive housing, facility transfers, loss of community social supports, and chronic management all play potential roles. Proactive recognition of such concerns and active management is critical to effective risk reduction. This chapter discusses such factors in the context of changing prison dynamics and trends. Following completed suicides, a formal protocol is often followed to assist staff in understanding the events that led to the suicide and specifically intervening to address staff feelings that follow such a trauma. Such a process assists quality improvement initiatives, whether in the form of a root cause analysis or other format. Best practice approaches to post-mortem review and staff intervention/ support have been developed and are in use in many facilities. Working to eliminate or reduce the frequency of suicide attempts absolutely requires a staff culture committed to continued learning and improving of both knowledge and skills. This chapter presents a review of the current standards of suicide risk reduction training.

Relatively few studies have investigated the strategies, policies, programmes, and projects concerning rural NEETs (namely, young people living in rural areas neither in employment nor in education or training). This special issue of Quality of Life Jour- nal is dedicated to fulfilling this gap in the literature. It contributes case studies from European Union (EU) member states. The primary purpose of this special issue is to approach and discuss the various strategies, policies, programmes, and projects appli- cable to youth rural NEETs. This special issue edition has sought to gather research papers (or critical, theoretical analysis on selected topics) covering NEETs strategies, policies, measures, programmes, and projects. These highlight the success factors and scope for transferability of good (or, how to avoid bad) practices. To that end, they examine pertinent labour market and NEET situations which can help to explain the context, reasons, and baseline for the various strategies and policy measures being implemented. They also cover assessment of NEET strategies by focusing on formal education, training and skills development, and active employment policies, in particular the role of Youth Guarantee in local/rural employment. Various other relevant factors are considered/examined, including: assessment of the NEET policy measures and results; objectives, target groups, geographical and sectoral scope in different economic activities, financial, legal and institutional frameworks; results and lessons learned, including adaptations due to crisis; domestic and international programmes, as well as numerous projects and instruments; difficulties and constraints; and, finally, assessment of the success factors and transferability of projects and strategies thereof

Children at the center of high conflict divorce and/or child protection cases face increased risks to both current and future health and adjustment. There is a growing research base regarding these risks and the coping abilities skills that children need for successful adjustment, but training gaps and poorly structured services continue to be serious problems. The specific characteristics of these families, and risks faced by these children, underscore the importance of treatment, psychoeducation, and other services adapted to this population and directed to minimizing risks and promoting healthy functioning, autonomy, and resilience for these children. This book provides a critical, research-informed analysis of the core factors to include when developing child-centered approaches to therapy and other family interventions, both in the formal treatment setting and promoting healthy engagement with the other systems and activities critical to children’s daily lives. The book addresses common problems, obstacles, and the backdrop of support from other professionals or the court, which may be necessary for successful intervention. An international team of renowned authors provide chapters covering a variety of service models and drawing on a wide range of relevant research and literature, addressing the legal context, central issues for treatment and other services, and specialized issues such as trauma, family violence, parent–child contact problems, and children with special needs. The book assembles in one place the best of what is known about intervention for court-involved families, along with practical guidance for using relevant research, understanding its limitations, and matching service plans to families’ needs.

The essays for the Ascona Balint Award give a deep impression of the students’ experiences, reflections and conclusions. And they show an insight into medical education in different countries. “Mr. Mikheil was not just another assignment for me anymore, not an interview I had to ‘get over with’, he was a patient, a person, a human, worthy of respect. […] He taught me that medicine is an interplay of Expertise, Ethics and Empathy and as we are only chasing the ‘Expertise’ in medical sciences, the ‘Ethics’ and ‘Empathy’ are just as valuable […]. As the interview ended, I promised myself that I would learn the theories in lectures, and I would learn the humanism by the bedside; and only by the integration of the two will I be a humane healer.” Jill Kar “All of the above made me realize that people have the right to life, but they also have the right to die. It may seem counterintuitive to our fundamental duty as physicians to preserve and protect life, and might raise ethical and moral issues, and yet, one has autonomy over one’s own life. There’s no doubt that the medical staff must offer the best patient care and do everything in their power to provide support and maintain hope, but the final decision is in the patient’s hands. It can be a patient with aggressive cancer who refuses chemotherapy, for instance, or a patient signing a DNR order. We need to discuss patients’ preferences and choices with them, make sure they understand all their meanings and consequences, and if they do, we have no choice but to respect their decision.” Keren Meir “I have come to appreciate that one of the joys of medical school is that it provides a rich experiential milieu in which to learn both the science and the art of medicine. […] It is often unscheduled, unexpected encounters that can lead to the greatest personal and professional growth; I can certainly attest that my relationship with Ereuti taught me far more than any formal teaching could. These moments can also be the most confronting and the most challenging. […] Empowering students to draw on their human skills, supporting them to make sense of and grow from pivotal experiences, and facilitating the development of their unique approaches to the student-patient relationship, along with the confidence to adapt those approaches to the needs of different patients, may be key features of effective medical training.” Thomas SwinburnWith contributions by Madison Booth, Grace Borchert, Pedro Thadeu Mertens Brainer de Queiroz Lima, Chaninda Desjuba, Sahar Effati, Felix Flechtner, Amin Hatami, Alexios Iakovidis, Jill Kar, Christian Krätzig, Keren Meir, Johanna Pahl, Valmir Nascimento Rastely Junior, Re’em Sadeh, Felix Simpson-Orlebar and Thomas Swinburn.

The study is funded by Doha International Family Institute (DIFI), a member of Qatar Foundation, and is a collaboration between the Muslim Resource Centre for Social Support and Integration of London, Ontario; University of Guelph, Ontario; and University of Calgary, Alberta, all located in Canada; and the Doha International Family Institute, Qatar. The study received research ethics approval from the University of Guelph and the University of Calgary. This study aims to assess the impact of pre- and post-migration on marital relationships and family dynamics for Arab refugee families resettled in Canada. The study also examines the role of professional service providers in supporting these Arab refugee families. The unique experiences of Arab families displaced from their countries due to war and political conflict, and the various hardships experienced during their stay in transit countries, impact their family relations and interactions within the nuclear family context and their interconnectedness with their extended families. Furthermore, these families encounter various challenges within their resettlement process that interrupt their integration. Understanding the impact of traumatic experiences within the pre-migration journey as well as the impact of post-migration stressors on recently settled Arab refugee families in Canada provides insight into the shift in spousal and family relationships. Refugee research studies that focus on the impact of pre-migration trauma and displacement, the migration journey, and post-migration settlement on family relationships are scarce. Since the majority of global refugees in recent years come from Arab regions, mainly Syria, as a result of armed conflicts, this study is focused on the unique experiences of Arab refugee families fleeing conflict zones. The Canadian role in recently resettling a large influx of Arab refugees and assisting them to successfully integrate has not been without challenges. Traumatic pre-migration experiences as a result of being subjected to and/or witnessing violence, separation from and loss of family members, and loss of property and social status coupled with experiences of hardships in transit countries have a profound impact on families and their integration. Refugees are subjected to individual and collective traumatic experiences associated with cultural or ethnic disconnection, mental health struggles, and discrimination and racism. These experiences have been shown to impact family interactions. Arab refugee families have different definitions of “family” and “home” from Eurocentric conceptualizations which are grounded in individualistic worldviews. The discrepancy between collectivism and individualism is mainly recognized by collectivist newcomers as challenges in the areas of gender norms, expectations regarding parenting and the physical discipline of children, and diverse aspects of the family’s daily life. For this study, we interviewed 30 adults, all Arab refugees (14 Syrian and 16 Iraqi – 17 males, 13 females) residing in London, Ontario, Canada for a period of time ranging from six months to seven years. The study participants were married couples with and without children. During the semi-structured interviews, the participants were asked to reflect on their family life during pre-migration – in the country of origin before and during the war and in the transit country – and post-migration in Canada. The inter - views were conducted in Arabic, audio-recorded, and transcribed. We also conducted one focus group with seven service providers from diverse sectors in London, Ontario who work with Arab refugee families. The study used the underlying principles of constructivist grounded theory methodology to guide interviewing and a thematic analysis was performed. MAXQDA software was used to facilitate coding and the identification of key themes within the transcribed interviews. We also conducted a thematic analysis of the focus group transcription. The thematic analysis of the individual interviews identified four key themes: • Gender role changes influence spousal relationships; • Traumatic experiences bring suffering and resilience to family well-being; • Levels of marital conflict are higher following post-migration settlement; • Post-migration experiences challenge family values. The outcome of the thematic analysis of the service provider focus group identified three key themes: • The complex needs of newly arrived Arab refugee families; • Gaps in the services available to Arab refugee families; • Key aspects of training for cultural competencies. The key themes from the individual interviews demonstrate: (i) the dramatic sociocul - tural changes associated with migration that particularly emphasize different gender norms; (ii) the impact of trauma and the refugee experience itself on family relation - ships and personal well-being; (iii) the unique and complex aspects of the family journey; and (iv) how valued aspects of cultural and religious values and traditions are linked in complex ways for these Arab refugee families. These outcomes are consist - ent with previous studies. The study finds that women were strongly involved in supporting their spouses in every aspect of family life and tried to maintain their spouses’ tolerance towards stressors. The struggles of husbands to fulfill their roles as the providers and protec - tors throughout the migratory journey were evident. Some parents experienced role shifts that they understood to be due to the unstable conditions in which they were living but these changes were considered to be temporary. Despite the diversity of refugee family experiences, they shared some commonalities in how they experi - enced changes that were frightening for families, as well as some that enhanced safety and stability. These latter changes related to safety were welcomed by these fami - lies. Some of these families reported that they sought professional help, while others dealt with changes by becoming more distant in their marital relationship. The risk of violence increased as the result of trauma, integration stressors, and escalation in marital issues. These outcomes illustrate the importance of taking into consideration the complexity of the integration process in light of post-trauma and post-migration changes and the timespan each family needs to adjust and integrate. Moreover, these families expressed hope for a better future for their children and stated that they were willing to accept change for the sake of their children as well. At the same time, these parents voiced the significance of preserving their cultural and religious values and beliefs. The service providers identified gaps in service provision to refugee families in some key areas. These included the unpreparedness of professionals and insufficiency of the resources available for newcomer families from all levels of government. This was particularly relevant in the context of meeting the needs of the large influx of Syrian refugees who were resettled in Canada within the period of November 2015 to January 2017. Furthermore, language skills and addressing trauma needs were found to require more than one year to address. The service providers identified that a longer time span of government assistance for these families was necessary. In terms of training, the service providers pinpointed the value of learning more about culturally appropriate interventions and receiving professional development to enhance their work with refugee families. In light of these findings, we recommend an increased use of culturally integrative interventions and programs to provide both formal and informal support for families within their communities. Furthermore, future research that examines the impact of culturally-based training, cultural brokers, and various culturally integrative practices will contribute to understanding best practices. These findings with regard to refugee family relationships and experiences are exploratory in their nature and support future research that extends understanding in the area of spousal relationships, inter - generational stressors during adolescence, and parenting/gender role changes.