Books: 'Professional Knowledge Bases'

1

Developing professional knowledge and competence. London: Falmer Press, 1994.

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2

Dawson, Ross. Developing knowledge-based client relationships: Leadership in professional services. 2nd ed. Amsterdam: Elsevier/Butterworth-Heinemann, 2005.

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3

Dawson, Ross. Developing knowledge-based client relationships: The future of professional services. Boston: Butterworth-Heinemann, 2000.

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4

Administration, United States Substance Abuse and Mental Health Services. Addiction counseling competencies: The knowledge, skills and attitudes of professional practice. Rockville, MD: U.S. Department of Health and Human Services, Substance Abuse and Mental Health Services Administration, Center for Substance Abuse Treatment, 2014.

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5

Empowering the children's and young people's workforce: Practice based knowledge, skills and understanding. London: Routledge, Taylor & Francis Group, 2014.

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6

Semenova, Elena. Actual problems of designing the educational process. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1013701.

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The textbook is an author's development formed on the basis of actual achievements of several areas of scientific knowledge related to various aspects of intellectual activity and implemented in the practice of professional pedagogical activity of different educational groups and forms of education (both higher and additional professional education). Structure of the study involves theoretical facts, the availability of practical tasks, allowing to assess the level of dynamics of development of the future specialist and workshop, contributing to the expansion of personal pedagogical tools. Compiled in accordance with the requirements of the society for socially oriented professions of the future, presented on the portal of new professions atlas100.ru. Meets the requirements of the federal state educational standards of higher education of the latest generation. It is addressed to students, undergraduates, postgraduates studying in pedagogical directions, teachers of educational organizations.

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7

Kazimagomedov, Abdulla. Structure and function of the Central Bank of the Russian Federation. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1020430.

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The textbook covers the basic issues related to the activities of the Central Bank of the Russian Federation. A short and accessible educational material presented on organizational bases of activities, operations and functions of the Central Bank of the Russian Federation. Additionally, to consolidate the knowledge the students are given control questions and tests. Meets the requirements of Federal state educational standard of secondary professional education in the specialty 38.02.07 "Banking", approved by order of Ministry of education of Russia from 28.07.2014 No. 837. For students and teachers, and anyone interested in issues related to the activities of the Central Bank of the Russian Federation.

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8

Eshelman, Darla A. The instructional knowledge of exemplary elementary general music teachers: Commonalities based on David J. Elliott's model of the professional music educator. [Norman]: University of Oklahoma, 1995.

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9

Mayorova, Elena, and Vladislav Popov. Environmental law: a workshop. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/975794.

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The workshop provides a brief theoretical course on the General part of environmental law, as well as tests and tasks based on material developed in accordance with Federal state educational standards. The solution presented in the workshop tasks, under the guidance of a teacher, and independently, designed to consolidate and expand students ' knowledge of the course "Environmental law". The Appendix contains the author's review of Chapter 26 of the criminal code. Meets the requirements of Federal state educational standards of secondary professional education of the last generation. For students of educational institutions, implementing educational activity on educational programs of secondary professional education and (or) the program of professional training on "Jurisprudence", as well as for students of educational institutions of higher education.

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10

Jaworski, Barbara, Josef Rebenda, Reinhard Hochmuth, Stephanie Thomas, Michèle Artigue, Inés Gómez-Chacón, Sarah Khellaf, et al. Inquiry in University Mathematics Teaching and Learning. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.m210-9983-2021.

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The book presents developmental outcomes from an EU Erasmus+ project involving eight partner universities in seven countries in Europe. Its focus is the development of mathematics teaching and learning at university level to enhance the learning of mathematics by university students. Its theoretical focus is inquiry-based teaching and learning. It bases all activity on a three-layer model of inquiry: (1) Inquiry in mathematics and in the learning of mathematics in lecture, tutorial, seminar or workshop, involving students and teachers; (2) Inquiry in mathematics teaching involving teachers exploring and developing their own practices in teaching mathematics; (3) Inquiry as a research process, analysing data from layers (1) and (2) to advance knowledge inthe field. As required by the Erasmus+ programme, it defines Intellectual Outputs (IOs) that will develop in the project. PLATINUM has six IOs: The Inquiry-based developmental model; Inquiry communities in mathematics learning and teaching; Design of mathematics tasks and teaching units; Inquiry-based professional development activity; Modelling as an inquiry process; Evalutation of inquiry activity with students. The project has developed Inquiry Communities, in each of the partner groups, in which mathematicians and educators work together in supportive collegial ways to promote inquiry processes in mathematics learning and teaching. Through involving students in inquiry activities, PLATINUM aims to encourage students` own in-depth engagement with mathematics, so that they develop conceptual understandings which go beyond memorisation and the use of procedures. Indeed the eight partners together have formed an inquiry community, working together to achieve PLATINUM goals within the specific environments of their own institutions and cultures. Together we learn from what we are able to achieve with respect to both common goals and diverse environments, bringing a richness of experience and learning to this important area of education. Inquiry communities enable participants to address the tensions and issues that emerge in developmental processes and to recognise the critical nature of the developmental process. Through engaging in inquiry-based development, partners are enabled and motivated to design activities for their peers, and for newcomers to university teaching of mathematics, to encourage their participation in new forms of teaching, design of teaching, and activities for students. Such professional development design is an important outcome of PLATINUM. One important area of inquiry-based activity is that of “modelling” in mathematics. Partners have worked together across the project to investigate the nature of modelling activities and their use with students. Overall, the project evaluates its activity in these various parts to gain insights to the sucess of inquiry based teaching, learning and development as well as the issues and tensions that are faced in putting into practice its aims and goals.

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11

Tonelli, Paolo, ed. Il giudizio nell'estrazione del terzo molare inferiore. Florence: Firenze University Press, 2022. http://dx.doi.org/10.36253/978-88-5518-576-9.

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The scientific literature and clinical dental practice have in the extraction of the lower third molar an area of wide interest. In fact, parallel to the presence of prejudices and false beliefs on the part of patients, there is also a great variability of scientific opinions among professionals in the field, both in relation to the indications for extraction, diagnostic aids, and intra- and post-operative management. Our text aims to merge the awareness given by clinical experience with the knowledge of an evidence-based dental culture, proposing itself as a stimulus for in-depth study for students, professionals and enthusiasts of the subject. The multimedia digital resources (photos and videos) of some dental procedures can be freely consulted via the QR code on the cover.

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12

Institution of Electrical Engineers. Computing and Control Division. Colloquium on Software Engineering Practices for Intelligent Knowledge-Based Systems, organised by the Professional Groups C4 (Artificial Intelligence) and C1 (Software Engineering) and held on Friday 17 March 1989 Chairman: A. G. Wheldon. London: The Institution of Electrical Engineers, 1989.

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13

Kupcova, Oksana. The basics of the Latin language with medical terminology. ru: INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1058964.

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The textbook on the discipline "Fundamentals of the Latin language with medical terminology" contains lexical and grammatical exercises, control and measurement exercises, a Glossary and appendices aimed at developing grammatical, lexical and terminological knowledge and skills, and mastering the basic word-forming models of chemical, pharmaceutical and clinical terminology to the extent necessary for further educational activities. The materials of the manual are suitable both for classroom work under the guidance of a teacher, and for independent work of students during extracurricular time. Meets the requirements of the Federal state educational standards of higher education of the latest generation. For first-year students on the basis of secondary General education and second-year students on the basis of basic General education of secondary medical professional educational organizations studying in the specialties "Nursing", "Medical care", "Midwifery", "Laboratory diagnostics". It can also be used for organizing and conducting classes in clubs or elective courses for students of the 10th and 11th grades of medical and biological-chemical profile in schools, lyceums, gymnasiums.

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14

Minobrnauki, Rossiyskoy. Finance and Financial analysis. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1242227.

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The textbook systematizes basic knowledge in the field of finance, financial analysis and financial management, presented in their direct relationship and significance from the point of view of evaluation, diagnosis, forecasting and monitoring of the continuity of the organization's activities. It includes seven chapters grouped into three sections. The first section is devoted to the theoretical foundations of the organization's financial management, stakeholders and sources of the organization's activities. The second section discusses the basics of financial analysis, providing knowledge of the main directions, information base and methods of financial analysis, as well as allowing them to be applied reasonably, calculate and evaluate analytical indicators, determine the impact of globalization processes, various macro-and microfactors on the financial condition of the organization. The third section contains the basics of financial management, providing an understanding of the essence of the financial mechanism of the organization and algorithms for justifying decisions in the field of financial management. It complies with the federal state educational standards of higher education of the latest generation and provides the formation of basic competencies in the field of finance, financial management and financial analysis. For bachelor's, specialist's and master's students studying in the field of Economics, the system of additional professional education, training centers for advanced training of auditors and other financial market specialists, as well as for individual preparation of applicants for qualification certification and passing qualification exams.

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15

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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16

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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17

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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18

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 1994.

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19

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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20

Eraut, Michael. Developing Professional Knowledge and Competence. Taylor & Francis Group, 2002.

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21

Weber, Stephan. Elekta Professional: Knowledge-Based System for Electronics. 5th ed. Noble Publishing, 1999.

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22

Developing Knowledge-Based Client Relationships: Leadership in Professional Services. Taylor & Francis Group, 2011.

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23

Dawson, Ross. Developing Knowledge-Based Client Relationships: The Future of Professional Services. Taylor & Francis Group, 1999.

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24

Fenton-O'Creevy, Mark, Steve Hutchinson, Etienne Wenger-Trayner, Chris Kubiak, and Beverly Wenger-Trayner. Learning in Landscapes of Practice: Practice-Based Learning, Knowledge and Identity. Taylor & Francis Group, 2014.

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25

Learning in Landscapes of Practice: Practice-Based Learning, Knowledge and Identity. Taylor & Francis Group, 2014.

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26

Addiction Technology Transfer Centers. National Curriculum Committee., ed. Addiction counseling competencies: The knowledge, skills and attitudes of professional practice. Rockville, MD: U.S. Department of Health and Human Services, Public Health Service, Substance Abuse and Mental Health Services Administration, 1998.

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27

Bainbridge, David, and Patricia Hassett. Knowledge-Based Systems in Law. Trans-Atlantic Publications, 1996.

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28

Nisbet, Matthew C., and Declan Fahy. New Models of Knowledge-Based Journalism. Edited by Kathleen Hall Jamieson, Dan M. Kahan, and Dietram A. Scheufele. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190497620.013.30.

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This chapter elaborates on the need for knowledge-based journalism in politicized science controversies, detailing specific practices and media structures that might enable more constructive debate. In doing so, it analyzes three main models for doing knowledge-based journalism, drawing on examples of veteran journalists who serve as prototypes for new generations of professionals to emulate and for media organizations to invest in. By combining these approaches, journalists and their news organizations can contextualize and critically evaluate expert knowledge and competing claims, facilitate discussion that bridges entrenched ideological divisions, and promote consideration of a broader menu of policy options and technologies. The recent advent of several news ventures focused on deeper forms of explanatory, analytical, and data-driven journalism suggest that at least some news industry leaders and philanthropists have recognized the need for new types of knowledge-based journalism. These ventures, however, are further evidence that dramatic changes are needed in journalism education.

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29

Empson, Laura. Leading Mergers. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198744788.003.0009.

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Leaders of professional organizations may initiate a merger to overcome obstacles to organic growth but have very limited power to ensure its success. Post-merger integration in professional organizations is entirely dependent upon the cooperation of the professionals who control access to key resources, such as knowledge, client relationships, and reputation. However, sharing these resources potentially undermines the power base of these professionals. The chapter identifies two reasons why professionals may be reluctant to cooperate with merger objectives: ‘fear of exploitation’ and ‘fear of contamination’. It presents the ‘School Dance’ model of post-merger integration, which outlines the gradual process by which professionals across the organization take responsibility for making the merger a success. Leaders of merging professional organizations require a subtle understanding of what drives professionals in a post-merger context, the willingness to hold back from direct action, and the perception to judge when the time is right to intervene.

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30

American Society for Information Science (Corporate Author), Kanti Srikantaiah (Editor), Michael E. D. Koenig (Editor), and T. Kanti Srikantaiah (Editor), eds. Knowledge Management for the Information Professional (Asis Monograph Series). Information Today, 2000.

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31

Hargreaves, Andy. Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning). Teachers College Press, 2003.

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32

Hargreaves, Andy. Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning). Open University Press, 2003.

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33

Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning). Open University Press, 2003.

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34

Teaching in the Knowledge Society: Education in the Age of Insecurity (Professional Learning). Teachers College Press, 2003.

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35

Langley, Ann, and Laura Empson. Leadership and Professionals. Edited by Laura Empson, Daniel Muzio, Joseph Broschak, and Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.11.

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This chapter examines the foci, resources, and mechanisms of leadership in Professional Service Firms, a context where traditional conceptions of leadership and followership are problematic given the importance of individual autonomy to knowledge-based work. The authors argue that leadership in professional service firms is, above all, a process of interaction among professionals seeking to exercise influence at the individual, organizational, and strategic level. It is manifested explicitly through professional expertise, discretely through political interaction, and implicitly through personal embodiment. The authors suggest that these resources are rarely combined in single individuals, which gives rise to the prevalence of collective forms of leadership, supported by embedded mechanisms of social control that channel professional activity.

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36

Fred, Niederman, and Ferratt Thomas W, eds. IT workers: Human capital issues in a knowledge-based environment. Greenwich, Conn: IAP- Information Age Pub. Inc, 2006.

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37

Clinical Knowledge And Practice in the Information Age: A Handbook for Health Professionals. Royal Society of Medicine Press, 2001.

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38

Morrison, Julie Q., and Anna L. Harms. Advancing Evidence-Based Practice Through Program Evaluation. Oxford University Press, 2018. http://dx.doi.org/10.1093/med-psych/9780190609108.001.0001.

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The demand for results-driven accountability is pervasive in all aspects of education today. The shift in emphasis from compliance to accountability for closing achievement gaps and improving student outcomes creates challenges and opportunities for school-based professionals. School-based professionals have a significant role to play in supporting school improvement efforts and improving outcomes for students in their role as program evaluators. Despite the need for advanced knowledge and skills in program evaluation, resources dedicated to developing the competencies of school-based professionals in evaluation approaches, methods, and tools are scarce. This book addresses this need by serving as a practical resource for school-based professionals seeking to use program evaluation to enhance data-based decision making and accountability as informed by implementation research and within the context of a multi-tier system of supports framework. Throughout this book, school-based professionals are positioned as change agents guiding their school or school districts in the adoption, implementation, and evaluation of evidence-based interventions and systems of support to meet students’ academic and behavioral needs.

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Morrell, Kevin, and Mark Learmonth. Evidence-Based Management. Edited by Adrian Wilkinson, Steven J. Armstrong, and Michael Lounsbury. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780198708612.013.21.

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This chapter outlines the case for “evidence-based management” then adopts a critical perspective. To do so, it focuses on a recurring feature of evidence-based writings: the management-as-medicine motif (MAMM). Advocates draw on MAMM in two ways. First, they promote the same model of knowledge production as in medicine, e.g. championing ‘systematic reviews’. Second, they rely on comparisons between management and medicine as professional practices. Identified here are consequent problems and a ‘systematic review’ is considered in the Cochrane Database of Systematic Reviews. This concerns a management phenomenon: nursing turnover and there are now five versions of the review. Bizarrely, these never actually review any evidence and the different versions are incompatible. This shows how the protocols of ‘systematic’ reviews do not necessarily lead to superior evidence, instead they can disguise inaccuracies and inconsistencies. It also exemplifies problems with MAMM.

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40

Rodger, Daniel, Kevin Henshaw, Paul Rawling, and Scott Miller, eds. Fundamentals of Operating Department Practice. 2nd ed. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108876902.

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A thoroughly revised second edition providing the knowledge and evidence-base needed for the perioperative practitioner, clarifying the underlying principles needed for an understanding of anaesthetic, surgical, and recovery practice. This book defines the level of knowledge required for perioperative practitioners and provides a comprehensive reference to the principles and practice of modern operating department practice. Featuring a diverse range of topics, it offers a multidisciplinary overview of new techniques and technologies, changes in medico-legal requirements, changes to professional accountability, and requirements for continuous professional development. Twelve new chapters cover healthcare ethics and professional regulation, health and safety, infection prevention and control, basic patient monitoring, human factors, and perioperative care of the paediatric patient. Incorporating a new focus on the provision of evidence-based practice and holistic care in all areas of perioperative care, this invaluable book is essential reading for anyone working in this sector, in both education and practice.

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41

Morgan, Glenn, and Mehdi Boussebaa. Internationalization of Professional Service Firms. Edited by Laura Empson, Daniel Muzio, Joseph Broschak, and Bob Hinings. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199682393.013.5.

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This chapter examines the internationalization of Professional Service Firms (PSFs), outlining its drivers, varying forms, and organizational implications. It argues that conventional internationalization theory does not apply straightforwardly to PSFs. The authors identify three key sources of PSF distinctiveness—governance, clients, and knowledge—and show how these generate not only differences between PSFs and other types of organizations but also heterogeneity amongst PSFs themselves. Based on this, four different forms of PSF internationalization are identified—network, project, federal, and transnational—and the authors note that scholarly interest has mostly focused on the last two of these. The chapter highlights change towards the transnational model as an underlying theme in PSF research. It finds little convincing evidence that this model has been successfully implemented and it is argued that, in general, PSFs are better understood as federal structures controlled by a few powerful offices than as transnational enterprises.

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42

Brown, Jacqueline A., and Shane R. Jimerson, eds. Supporting Bereaved Students at School. Oxford University Press, 2017. http://dx.doi.org/10.1093/med:psych/9780190606893.001.0001.

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Given that most children will experience the death of at least one close or special person prior to high school graduation, and because the vast majority of children attend school on a regular basis, school-based mental health professionals must be prepared to effectively support bereaved students. Supporting Bereaved Students at School is a contemporary guide that provides school-based mental health professionals with the information they need to support bereaved students, with a particular emphasis on practitioners in the fields of school psychology, school counseling, school social work, and clinical child psychology. The book covers how these professionals can help children and adolescents cope with their emotional, physical, and social reactions during the period of grief, lasting months or years, following a significant death in their lives. The book is divided into two sections, the first focusing on foundational knowledge and the second offering a range of evidence-based intervention strategies. This book provides school-based professionals and graduate students with tools that can be easily integrated into their daily practice.

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43

MacDonald, Susan, Leonie Herx, and Anne Boyle, eds. Palliative Medicine: A Case-Based Manual. 4th ed. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198837008.001.0001.

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Palliative medicine is the medical care provided for people who have a life-limiting illness or condition. It encompasses both the physical symptoms a person may experience, but also the psychosocial, spiritual, emotional, and ethical issues that may arise. Now in its fourth edition, Palliative Medicine: A case-based manual walks clinicians through the management of the most common situations found in palliative medicine, from diagnosis and managing symptoms through to grief and bereavement. Using real patient case scenarios and an easy-to-digest question-and-answer format, it gives medical professionals an accessible, evidence-based entryway to gain the skills and knowledge needed to provide high-quality palliative and end-of-life care to patients and their families. This new edition has been fully updated to cover the latest guidance, including new chapters on radiotherapy and chemotherapy, guidance on opioids and medical cannabis, and wider issues such as palliative care in the community, structurally vulnerable populations, and public health. Written by over 50 experienced palliative care clinicians and educators, this book will be a welcome guide for palliative care workers, medical and nursing students, and medical professionals of any specialty where palliative needs might arise. Restructured and fully updated to include recent guidelines and advice in palliative medicine. Palliative care in the community; Palliative care for structurally vulnerable populations (SVPs); and Public health palliative care

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44

Fluke, John D., Mónica López López, Rami Benbenishty, Erik J. Knorth, and Donald J. Baumann, eds. Decision-Making and Judgment in Child Welfare and Protection. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190059538.001.0001.

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Professionals working in child welfare and child protection are making decisions with crucial implications for children and families on a daily basis. The types of judgements and decisions they make vary and include decisions such as whether a child is at risk of significant harm by parents, whether to remove a child from home or to reunify a child with parents after some time in care. These decisions are intended to help achieve the best interests of the child. Unfortunately, they can sometimes also doom children and families unnecessarily to many years of pain and suffering. Surprisingly, despite the central role of judgments and decision making in professional practice and its deep impact on children and families, child welfare and protection training and research programs have paid little attention to this crucial aspect of practice. Furthermore, although extensive knowledge about professional judgment and decision making has been accumulated in relevant areas, such as medicine, business administration, and economics, little has been done to help transfer and translate this knowledge to the child welfare and protection areas. This book represents our aspiration to fill this critical gap in the child welfare and protection research agenda, while providing an up-to-date resource for practitioners and policy makers. It is our purpose to provide the reader with the ideas, methods and tools to improve their understanding of how context and decision-maker behaviors affect child welfare and protection decision making, and how such knowledge might lead to improvements in decision-making.

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45

Blockley, David. 3. From Stonehenge to skyscrapers. Oxford University Press, 2014. http://dx.doi.org/10.1093/actrade/9780199671939.003.0003.

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‘From Stonehenge to skyscrapers’ considers the history of structure as part of human progression. From the ancient structures of Stonehenge and the Egyptian pyramids through to the Renaissance, and from the early 18th century to the present day, it traces the emergence of the master mason and the increasingly separate roles of the architect and the engineer. From the Renaissance onwards, specialisms grew through new scientific knowledge, new materials, and new demands for structures. The engineering profession developed into a science-based capability to create some very large and breathtaking structures. But architects and engineers can never be professionally disassociated; they must and do work together to build buildings.

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46

Oliveira, Francisco Nilton Gomes de, Beatriz Akemi Takeiti, and Claudia Reinoso Araujo Carvalho. Terapia ocupacional, saberes e fazeres. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-381-7.

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The field of knowledge of Occupational Therapy is diversified and expanding. This book addresses several themes inherent in the profession from different theoretical and empirical perspectives. Organized by occupational therapy teachers from the Federal University of Rio de Janeiro (UFRJ), the book consolidates the scientific production of different authors and is organized around current themes presented to Occupational Therapy: professional education, health-related approaches and actions, as well as different approaches focusing on the socio-cultural perspectives of the profession. Some texts addressing the history of Occupational Therapy at UFRJ complement the work. The wide scope and diversity of this book are ensured in chapters that report experiences associated with university extension, research, and undergraduate teaching; address Occupational Therapy in the hospital, Occupational Health, Mental Health, and Psychosocial Care settings; emphasize the professional/cultural interface, social issues, and territorial and socio-community approaches; bring ethnic-racial and gender discussions. Finally, the history of the Occupational Therapy course at UFRJ is covered in the last three chapters: the struggling trajectory to establish the course is addressed in the first of these chapters; the second reports how the course has expanded since its first years; the third brings the path to consolidation of the Occupational Therapy service at the university hospital. This book, which is based on successful experiences and current scientific production, will certainly provide its readers with important reflections.

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47

(Editor), Rodger Griffeth, Fred Neiderman (Editor), and Thomas W. Ferratt (Editor), eds. It Workers: Human Capital Issues in a Knowledge-based Environment (Research in Human Resource Management) (Research in Human Resource Management). Information Age Publishing, 2006.

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48

(Editor), Rodger Griffeth, Fred Neiderman (Editor), and Thomas W. Ferratt (Editor), eds. It Workers: Human Capital Issues in a Knowledge Based Environment (Research in Human Resource Management) (Research in Human Resource Management). Information Age Publishing, 2006.

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49

Pereira, Araída Dias, Bárbara Paixão de Gois, and Jussara Maysa Silva Campos. Oncologia: uma visão interdisciplinar. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-5861-216-2.

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This book, comprising 24 chapters, proposes in an interdisciplinary way to present updated technical content from different areas such as nutrition, nursing, psychology, pharmacy and occupational therapy. The main objective of this work is to contribute to the clinical professional practice in oncology, as well as, to the training of students in the health field. The contents were carefully selected, compiled and approached in a didactic way, so that they provide an intuitive and pleasant reading. Starting from the molecular basis, risk and nutrition factors and cancer prevention, going through screening and nutritional assessment, since diet therapy treatment, symptom control, main nutritional problems and palliative care, and even spirituality, with the nutritional approach for adults and pediatric patients as one of its strengths. This way, readers are invited to enjoy the knowledge shared by experienced health professionals and researchers, who work in oncology. In addition to these experiences, valuable reports are presented from patients who have experienced (or are experiencing) cancer treatment, with the aim of bringing the reader closer to a different perspective of this multidimensional reality. It is known that the experience of an oncological treatment is accompanied by varied emotions and feelings for everyone involved, both for the team of professionals and for family members, in addition to the role of the patients themselves. And that is why, from the different spectrums covered, it is expected to help the professional performance in this ascending area of health to occur even more in a holistic and humanized way.

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50

Fachlexikon der Sozialen Arbeit. Nomos Verlagsgesellschaft mbH & Co. KG, 2022. http://dx.doi.org/10.5771/9783748911784.

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<b>The complete specialist knowledge for social work</b> The Fachlexikon is the standard work for studies, science and practice of social work. The 9th edition includes around 1.500 keywords, the selection of which is based on the needs of social work. 664 authors provide information on the current state of developments and discourses in social work, social policy, social law and related sciences - clearly arranged, compact and reliable! The new edition has been completely revised incorporates the latest professional developments, scientific discourses and social phenomena takes into account current legal reforms enables initial orientation and acquisition of basic knowledge as well as in-depth research offers security through the professional expertise of the authors.

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Books on the topic 'Professional Knowledge Bases'

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