After a gang of neighborhood boys attack Steven and his sister Jenny and dislocate Steven's shoulder, the Parkers live well on the resulting settlement money. Their dream of success seems fulfilled. But their period of high living soon ends, and each family member grasps at what they want most. Jenny, the 14 year-old baby of the family, longs for normalcy, a state she tries to achieve in her Mormon friends' religion and life. A stubborn optimist, Steven's father clings to his hopes of success even as his more practical wife tires of his dreams and longs for stability. For Steven, nothing is more important than keeping his teetering family together.
These powerful stories approach the often sentimentalized subject of romance with tenderness and insight into the heart-worn perspective of characters who have failed at love in the past. In lucid, revelatory prose, Fulton navigates the complexity of both mid-life courtship and adolescent rage with humor and intelligence.
The authors have designed the book to be an ‘easy read’ for those developing their thinking about study in general, and studying at master’s and doctoral-level specifically. The chapters can also be read independently and readers can dip into them, as they wish.
Above all, the authors hope this book will show that educational institutions care about their students in a holistic sense, as human beings. This is significant when we consider the huge impact that undertaking an educational journey in postgraduate healthcare can have on everyday life, and the accompanying need to manage the changes it brings. They strongly believe that long-term education should be seen as an integral part of life, and not something that exists separately from the individual’s normal existence.
Managing expectations in postgraduate education
Managing work/life balance in postgraduate academic study
Postgraduate-level study skills
Work-based learning in postgraduate health curricula
Constructing a thesis or dissertation
Disseminating academic work
practitioner. Mentorship can be very formal or relatively informal. It can also be practised differently in particular locations, settings and healthcare professions.
This clear, concise book transcends professional and geographical boundaries in order to focus on the essential characteristics of effective mentorship. It will therefore be useful to a very wide range of healthcare professionals who are involved in mentoring and assessing junior colleagues.
The book examines learning theories, teaching and communication skills and assessment methods. It also contains helpful advice on dealing with overseas students and students with special needs. Activities encourage reflection, and quotations and tables enable readers to absorb the content and relate theory to practice.
In this second edition, the text has been made even clearer and the authors have added further detail on learning theories such as social constructivism. Most importantly, they have added an Afterword written in the light of reports on the Mid Staffordshire NHS Foundation Trust Public Inquiry. This final section places new emphasis on the mentor’s role in helping to ensure that patients receive safe and effective care, which is provided with compassion as well as practical skill.
Teaching and learning
Optimising learning in the clinical environment
Skills for mentorship
Assessing care and compassion