The focus of this book is on how experts adapt to complexity, synthesize and interpret information in context, and transform or "fuse" disparate items of information into coherent knowledge. The chapters examine these processes across experts (e.g. global leaders, individuals in extreme environments, managers, police officers, pilots, commanders, doctors, inventors), across contexts (e.g. space and space analogs, corporate organizations, command and control, crisis and crowd management, air traffic control, the operating room, product development), and for both individual and team performance. Successful information integration is a key factor in the success of diverse endeavors, including team attempts to climb Mt. Everest, crowd control in the Middle East, and remote drilling operations. This volume is divided into four sections, each with a specific focus on an area of expert performance, resulting in a text that covers a wide range of useful information. These sections present well-researched discussions, such as: the management of complex situations in various fields and decision contexts; technological and training approaches to facilitate knowledge management by individual experts and expert teams; new or neglected perspectives in expert decision making; and the importance of ‘modeling’ expert performance through techniques and frameworks such as Cognitive Task Analysis, computational architectures based on the notion of causal belief mapping such as ‘Convince Me,’ or the data/frame model of sensemaking. The volume provides essential reading for researchers and practitioners of Naturalistic Decision Making and those who study Expertise; Organizational and Cognitive Psychologists; and researchers and students in Business and Engineering.

Media and Information Literacy in Higher Education: Educating the Educators is written for librarians and educators working in universities and university colleges, providing them with the information they need to teach media and information literacy to students at levels ranging from bachelor to doctoral studies. In order to do so, they need to be familiar with students' strengths and weaknesses regarding MIL. This book investigates what university and college students need to know about searching for, and evaluating, information, and how teaching and learning can be planned and carried out to improve MIL skills. The discussions focus on the use of process-based inquiry approaches for developing media and information literacy competence, involving students in active learning and open-ended investigations and emphasizing their personal learning process. It embraces face-to-face teaching, and newer forms of online education. - Examines the intersecting roles of academic librarians, teacher educators, and library educators in preparing library students and teacher education students to use the library - Brings new perspectives from both teacher educator and library educator, and draws connections between higher and secondary education (K12) - Draws on a number of competences, skills, knowledge, experiences, and reflections from a variety of perspectives, and focuses on libraries as efficient tools in all kinds of education and learning activities - Written by an international group of authors with firsthand experience of teaching MIL - Looks at how libraries can contribute to the promotion of civic literacy within higher education institutions and in society more widely

This conference proceedings compares various approaches to the development of key indicator systems which would provide reliable information spanning the social, economic and environmental domains.

Ideal for scholars, graduate, and undergraduate students of democratic theory and political behavior, while engaging for policy makers and concerned citizens. Politics with the People develops and tests a new model of politics - 'directly representative democracy' - connecting citizens and officials to improve representative government.

First used to describe the weariness the public felt toward media portrayals of societal crises, the term compassion fatigue has been taken up by health professionals to name—along with burnout, vicarious traumatization, compassion stress, and secondary traumatic stress—the condition of caregivers who become “too tired to care.” Compassion, long seen as the foundation of ethical caring, is increasingly understood as a threat to the well-being of those who offer it. Through the lens of hermeneutic phenomenology, the authors present an insider’s perspective on compassion fatigue, its effects on the body, on the experience of time and space, and on personal and professional relationships. Accounts of health professionals, alongside examinations of poetry, images, movies, and literature, are used to explore the notions of compassion, hope, and hopelessness as they inform the meaning of caring work. The authors frame their exposé of compassion fatigue with the very Canadian metaphor of “lying down in the snow.” If suffering is imagined as ever-falling snow, then the need for training and resources for safe journeying in “winter country” becomes apparent. Recognizing the phenomenon of compassion fatigue reveals the role that health services education and the moral habitability of our healthcare environments play in supporting professionals’ ability to act compassionately and to endure.

This text addresses the reforms in the financial and administrative structure of higher education, government intervention in introducing new managerial techniques and quality audits, and the implications of these changes for both academics and administrators. It is one of a series of four volumes which look at the educational dilemmas facing governments, professional educators and practising administrators in the current climate in education. The issues are addressed from international and comparative perspectives.

Health research and health care practice are radically transforming as governments invest more in large scale, national and international health projects with increasing levels of interdisciplinarity as populations age and as nations grow wealthier. This volume examines the structures and dynamics of scientific collaboration in health research and health care. Bringing together detailed research from the US, Canada, Europe and Japan, Collaboration Across Health Research and Medical Care sheds light on the features, environments and relationships that characterise collaboration in health care and research, exploring changing patterns of collaboration and examining the causes and consequences of team work in the health domain. With attention to the increasingly porous boundaries between health care and research, the book not only investigates research settings, but also considers the manner in which knowledge produced in laboratories and clinics is translated into day-to-day medical and care practice and health initiatives. It offers a rich examination of the political, technical and organisational facets of collaboration and the implications of changes in collaboration for every day treatment and practice, Collaboration Across Health Research and Medical Care will be of interest to scholars of sociology and science and technology studies, as well as those working in the field of health policy and research.

The book is grouped under five main sub-themes as: Theme 1: Planning Development and Management of Digital Libraries; Theme 2: Collection Development in Digital Environment; Theme 3: Resource Sharing and Networking; Theme 4: New Technologies and Adaptability; Theme 5: Change Management Issues and Strategies.

'Showing how critical thinking and local democracy can be a spur to very real educational development within schools that are facing severe challenges, this book provides us with one very valuable contemporary resource of hope.' Ian Menter, Professor of Teacher Education, University of Oxford, UK Teachers and Academic Partners in Urban Schools identifies and addresses a major problem for practitioners – teachers, student teachers and teacher educators – working in urban schools burdened by highly restrictive teaching methods and pressures to meet unrealistic benchmarks set by government. In this book, Lori Beckett investigates how to negotiate these tensions and challenges and offers an account of how to elevate practitioners’ professional voice on quality teaching along more democratic lines. The book addresses key issues for teachers in urban schools, such as: fractures in teachers’ professional communities; impacts of imposed marketizing policies and forced performative practices on schools; the complexities of teaching and teachers’ concerns about practice, as well as teaching practitioners’ perception of educational/schools policy. Both academic and teacher partners contribute to the work, showcasing the ways they have engaged with each other in joint work and with local government. Through this, the book supports a professional and politicized dialogue about teaching and teacher education, offering a meaningful account of how to fashion a form of educative schooling for students and families with complex needs. Written by a dynamic and experienced author, this book brings Beckett’s experience to bear on a controversial and complex area – addressing the general trend towards increased regulatory policy in education. It is an essential read for anyone interested in a rich analysis of how practitioners can work to reassert their professional voice and regain control of schools and teacher education, and will also appeal to those interested in the larger project of restoring school democracy.

This volume gathers stories about how various art and creative forms of expression are used to enable voices from the margins, that is, of underrepresented individuals and communities, to take shape and form. Voice is not enough; stories and truths must be heard, must be listened to. And so the stories gathered here also speak to how creative processes enable conditions for listening and the development of empathy for other perspectives, which is essential for democracy. The chapters, including some that describe international projects, illustrate a variety of art-making practices such as poetry, visual art, film, theatre, music, and dance, and how they can support individuals and groups at the edges of mainstream society to tell their story and speak their truths, often the first steps to valuing one’s identity and organizing for change. Some of the authors are community-based artists who share stories thus bringing these creative endeavors into the wider conversation about the power of arts-making to open up spaces for dialogue across differences. Art practices outlined in this book can expand our visions by encouraging critical thinking and broadening our worldview. At this time on the earth when we face many serious challenges, the arts can stimulate hope, openness, and individual and collective imaginations for preferred futures. Inspiration comes from people who, at the edges of their community, communicate their experience.