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also considered. We understand the term living practice to highlight the dynamic nature of practice and the individual differences of the people involved. We view the notions of person-centredness and authenticity as central to this understanding. We focus on (a) person-centredness as requiring

In: Creative Spaces for Qualitative Researching

, living conditions, previous illness, a complex but identifiable life story, authentic pictures …. What was left? A universal patient story! Since the very idea behind PBL was to use real patients’ stories, this was a major concern. However, we realised that most clinicians have so many examples of

In: Realising Exemplary Practice-Based Education

Instructions for living a life: Pay attention. Be astonished. Tell about it. OLIVER (2009 , p. 37) ∵ We are sentient beings: emotional, perceptive, intuitive, sensitive, responsive, and attentive. Complex composites of all our experiences, we cannot help but engage a messy process

In: Re/centring Lives and Lived Experience in Education

country. A student’s interest in and openness to new things, as well as the whole attitude of a person, is crucial in surviving in a new environment. If one has a negative attitude towards new things, positive outcomes are almost impossible. This applies to both experiences abroad as well as life in

In: Pains and Gains of International Mobility in Teacher Education

PER-OLOF THÅNG LEARNING IN WORKING LIFE – WORK INTEGRATED LEARNING AS A WAY TO DEVELOP COMPETENCE AT WORK Abstract Globalization, technological innovations and organisational development have a deep influence on the labour market. The need for professionalism in modern society means that

In: VET Boost: Towards a Theory of Professional Competencies

within their own home and community. COMPLEXITY OF CARE NEEDS The complexity of healthcare for someone living at home raises important questions about social and family needs. For example, someone with a brain injury who requires mechanical ventilation, catheterisation and enteral feeds is going

In: Community-Based Healthcare

being possible sources of information and cognition relevant to learning? A first step is to recognise that just as our emotional life motivates our actions, so does it influence our awareness. When I feel that something is X, it is not merely the case that I am inclined to act in a certain way, but

In: Dealing with Conceptualisations of Learning

C. Cefai & P. Cooper (Eds.), Mental Health Promotion in Schools, 85–95. © 2017 Sense Publishers. All rights reserved. ROBERT GRANDIN 6. A RELATIONSHIP MODEL OF SCHOOLING FOR DISADVANTAGED CHILDREN The Life Histories of Past Students INTRODUCTION This chapter discusses a whole school intervention

In: Mental Health Promotion in Schools

affected millions of people, both directly and indirectly; poverty is endemic; yet education still tends to be underpinned by a neo-liberal discourse on economic empowerment, where knowledge is regarded as useful only for ‘earning a living’ rather than for improving quality of life or for ‘learning to

In: A Participatory Paradigm for an Engaged Scholarship in Higher Education

students to return to the life and work of Leonardo da Vinci to explore the notion of creativity, and how it informs the creation of knowledge and products in both art and science. Students created a horse sculpture similar to one da Vinci had worked on for many years without finishing it

In: Taking Action in Science Classrooms Through Collaborative Action Research