Reflection is an action in which we step back and take another look. It is not a new concept in the health sciences. Contemporary conceptions of reflective practice are underpinned by the classic works of John Dewey, Carl Rogers and Donald Schön. Nowadays, reflection is considered one of the core components of healthcare education and is evident in the governing codes and guidelines underpinning professional practice in many health disciplines in Australasia. References to reflection appear in the health disciplines’ code of professional practice or code of conduct. Effective and purposeful reflection is seen to be a core component of proficiency and continuing professional development. Despite this, students, practitioners and healthcare leaders often find reflection – and critical reflective practice – challenging.

Effective leadership and management can have a ‘strong positive influence on workplace empowerment, increase nurses’ job satisfaction and decrease the frequency of adverse patient outcomes’. Healthcare professionals must understand the main theories of leadership and management and how these approaches translate into improving work practices, so that they might develop their own work capacity. This chapter presents leadership and management theories used by healthcare professionals to inform their practice.

In this chapter, we explore the unique nature of the Arts along with what the Arts ‘do’ for people. The differences between Arts education policy and its provision in practice will be presented with particular reference to the need for broad access to, and equity in, Arts education in primary and early childhood settings. The importance of an approach to Arts education that encourages and embeds learner agency, cultural diversity and gender equity is discussed, and the benefits of sustained ‘quality’ Arts education are presented. Your role in the provision of the Arts in early childhood and primary education is discussed and a ‘praxial’ vision for the Arts in education is presented.

Theory and potential practices learnt during university teacher education degree programs provide pre-service teachers with a foundation for engaging with the teaching profession, teaching practices, students and other key stakeholders, such as parents/caregivers and community members. Professional experience (sometimes called practicum or work integrated learning) is an opportunity for you, as a pre-service teacher, to apply theory and practices to the classroom context under the guidance of an experienced teacher known as a mentor (also supervising teacher or school-based teacher educator). Professional experience is considered to be the cornerstone for learning about teaching, particularly as it provides opportunities for pre-service teachers to practise the skills and apply the knowledge they have learnt during their university program to the classroom context. An important aspect of professional experience is the professional relationship between the pre-service teacher (mentee) and the mentor teacher that helps to facilitate effective teaching experiences. This chapter focuses on understanding professional experience, looking at preparation for professional experience, engaging in teaching practices within the school, and, lastly, post-professional experience considerations.

This chapter delves into the principles of planning, connecting with Chapter 7 to explore essential considerations for effective teaching and learning. It focuses on the processes and preparations of secondary and primary pre-service teachers Hannah and Matthew as they assess students’ learning needs, select a suitable lesson plan template, implement lessons and reflect on practice. Both Hannah and Matthew are dedicated pre-service teachers committed to challenging themselves and their lerners to achieve success. The chapter explores key factors for effective teaching and learning, including a robust curriculum, student understanding, diverse teaching strategies, differentiation and integrating assessment for informative purposes. This chapter invites you to engage in planning activities for a class of learners. While exploring Hannah and Matthew’s experiences, reflect on your own teaching preparation. Consider how you will plan and prepare for lessons, tailor them to meet learners’ needs, employ teaching strategies for engagement, and integrate assessment into the teaching and learning process. The concept of teacher ‘with-it-ness’ will be introduced, prompting further consideration on fostering positive behavior in your classroom to promote a safe and positive learning environment.

First, this chapter provides a general framework of international law at the time of the League of Nations, taking into account the practice of international law; second, a sample of the international legal literature of the period concerning a number of key and recurrent topics is offered; finally, a few historical treatments of international law that were recounted at the time are briefly summarised to show that certain developments in practice and in theory had repercussions also in the historical conceptualisations of international law.

If our aim is to pluralise the ‘subjects, methods, and aims’ of the academic study of international organisations, then one fairly obvious route to follow is that of historicisation. Historians of international organisations have elected a variety of avenues to relate the creation and the design of international institutions. Building on their work, this chapter offers another tool to the methodological palette the present volume offers; on the other hand and more specifically, I want to reflect on what international organisations are from the point of view of their making. To do so, I zoom in on one important moment in the history of modern international organisations: the 1865 international telegraph commission in Paris that convened to determine the scope and purpose of the first formal and permanent international organisation, the International Telegraph Union. I approach this case through the lens of micro-politics, combining biographical and sociological methods. Methodologically I study international organisations by means of biographical membership analysis; theoretically I argue that international organisations cannot be fully understood in separation from the situated political motives of their makers.

“Ars” came to be laden with specific meaning in the intellectual culture of late-Republican Rome, with some artes being regarded as intellectually and socially worthier than others. These “higher artes” were distinguished by several features that would form the premises for the scientific culture of the artes in the early Roman Empire. These premises were established in Rome by the reception of Greek notions of technê (τέχνη) but were elaborated independently and joined for the first time into a unified conception of specialized knowledge by Roman thinkers, including Cicero and Varro. The higher artes are logically organized and systematically presented, hence systematic. They are related to one another in their principles and methods, hence interdisciplinary. They entail explanatory knowledge of their methods in terms of causes in nature, and are hence explanatory. And they balance experience and practical know-how with theoretical knowledge, and are hence balanced.

The artes, in the sense of systematic treatises on various disciplines of specialized knowledge, are not well understood today because they are usually studied in isolation from one another. This book argues that the artes of the early Roman Empire—the period of the greatest flourishing of this kind of literature—belong to a common intellectual culture and ought to be studied together. Their unity stems ultimately from a shared preoccupation with relating theory to practice vis-à-vis disciplinary expertise. Within the artes, the theory–practice problem stimulated the emergence of theories of knowledge and theories of nature embedding Roman specialized knowledge in a broader understanding of the world. Indeed, the artes crystallize a uniquely Roman scientific culture that has not been previously recognized as such. The aim of this book is to study this scientific culture.

This chapter contributes a means of teasing out the uneven spatial ordering of markets. Taking inspiration from Schatzki’s (1991, 2001) practice-based spatial ontology, we introduce a four-part scheme made up of ‘anchors’; ‘places’; ‘settings’; and ‘paths’. We ground the concepts in an empirical account of the Finnish Lapland’s emergence as the official ‘home’ of Santa Claus and the related historical constitution of a Christmas tourism market. With the future of market studies research in mind, we argue that this conceptual framework provides a way of thinking about market making as an inherently spatial process, while also supporting investigations of how markets and the concerns they help produce take shape unevenly over time and across physical space.

By arguing for an earlier development of the research university, this book questions previous accounts that have seen the state or the corporation as the main drivers of the making of research. Whereas other accounts see a turn toward useful knowledge as a corrective to the overly bookish or pedantic knowledge of professors, academics themselves reformed scholarly approaches both in opposition to their academic forebears and to the entanglement of knowledge with use. Both theory and practice could be a bias. This book highlights the research university as a place to cultivate and protect critical thinking from political and economic pressure. Even proponents of useful knowledge adopted academic techniques because by improving the quality of knowledge they made it more useful. The early modern development of dynamic epistemic superstructures suggests approaches to interdisciplinarity and continuing knowledge change today. The book encourages academics to participate in knowledge reforms from a position of epistemic humility and a self-critical search for biases. It proposes how curation of knowledge still represents a viable approach, but one that could be reformulated to address the biases of the past.

I open the book with the political struggle that took place between parties at COP24, over whether the IPCC Special Report on 1.5°C should be noted or welcomed. This provides the context for exploring the IPCC as a central site in and producer of climate politics. In the chapter, I take the reader back to where this study began, with the question, who has the power to define climate change for collective response and what constitutes this power? The answer the book offers is the practice of writing. The actors, activities and forms of authority framework provides the analytical framework for exploring the asymmetries in power to effect how climate change is written. This approach has developed from interviews, observation and extensive data collection from IPCC documentation. The resulting book takes the reader on a journey into the intricate details of writing an assessment, the social order through which it is written and how climate change is known and acted upon through the process.

The aim of this chapter is to reconceptualise climate politics as a struggle to name the problem and thereby determine how it is known and acted upon. I suggest that underpinning the visible elements of contestation over the reality of climate change, who is responsible and by how much, is a struggle over order – the distribution of economic, social and political resources and the values that organise it as such. Describing the politics of climate change as a field of activity orientated around determining the meaning of the problem enables me to situate the IPCC centrally within this struggle as the key site in producing international assessments of the issue. The IPCC’s role in establishing collective interest in climate change and the knowledge base for action has generated the structures and forces in which the IPCC as an organisation and method for producing authoritative ways to know climate change has emerged, which in the book, I identify as the IPCC’s practice of and for writing climate change.