Understanding, managing and building positive culture within a workplace are key responsibilities of leadership and management. This chapter outlines what workplace culture is, the effects of poor culture on an organisation and what managers can do to improve workplace culture. the Austrian American management theorist Peter Drucker once famously said, ‘Culture eats strategy over breakfast’. This might seem implausible, because there is an expectation that healthcare managers plan, set out, implement and then evaluate strategy. Drucker’s point is that unless there is a positive workplace culture, seeing a strategy move to successful implementation and adoption is very difficult, sometimes impossible.

A 2021 report on a study of workplace conflict in the United Kingdom concludes that, in 2018–19, more than 35 per cent of respondents reported workplace conflict, with an estimated 485 000 employees resigning as a result. Managers need to understand that conflict does not resolve itself; rather, it tends to gather intensity and energy. Gupta, Boyd and Kuzmits have found that ‘employees spend as much as 42 percent of their time engaging in or attempting to resolve conflict and 20 percent of managers’ time is taken up by conflict-related issues’. Managing conflict is one of the primary responsibilities of managing staff and teams, particularly in multicultural work environments. Understanding what is ‘culturally normative in terms of self-worth, confrontation, emotional expression, and managerial intervention can help [staff] involved in workplace conflict understand what they are experiencing’. Additionally, it can help managers intervene appropriately. In this chapter, different types and origins of conflict are discussed, as well as approaches to managing and resolving conflict.

The construct of emotional intelligence (EI), also interchangeably referred to as EQ, has engendered considerable scholarly attention within the field of psychology over the past three decades. Despite its significant appeal in business, education and popular literature, EI remains a theme of scientific controversy and investigation. This scrutiny arises from discernible disparities between popular and scholarly interpretations of EI, which are further complicated by the methodological challenge of devising reliable measurement instruments.

Geopolitical forces are fundamentally altering the landscape of e-commerce and digital trade. Cross-border e-commerce is increasingly fragmented along geopolitical lines, as e-commerce companies are forced to reckon with the security implications of their operations. This includes governments’ concerns about data security and sovereignty. When foreign firms collect extensive data on the behavior of the country’s customers, there is potential for those data to be exploited in shaping consumer behavior or spreading information in the country. Additionally, when a foreign firm plays an important role in the domestic economy, local governments have limited means to encourage those firms to act in the “national interest” or broader societal and economic goals beyond maximizing profits. Because of these concerns, governments have adopted policies to shape the behavior of e-commerce companies. This includes shaping market access, level playing field, investment security, and institutional alignment. E-commerce companies have adopted various strategies to manage corporate nationality and geopolitical tensions, including masking country of origin, diversifying supply chains, relocating control rights, focusing on alternate markets, and corporate diplomacy.

We have already explored how students learn both individually and socially, and how teachers draw from a range of learning theories to provide opportunities that motivate and engage students by optimising resources in the learning environment. In this chapter, we drill down into specific teaching approaches and strategies that are aligned with constructivist and sociocultural learning theories. You will undertake the groundwork to prepare you with an array of ideas and tools to be well equipped for teaching. We consider how to foster a classroom environment that supports a rich learning culture, implementing different ways of teaching that, used in combination in professional practice, can assist your students to become effective learners. If you are to foster learning partnerships in the classroom where students have ‘voice and choice’, you will need to understand how to promote their active participation. The chapter concludes with an examination of frameworks that promote powerful learning and effective teaching, and enable students to learn how to learn.

When we speak of prevention in the context of public health, we usually think of what is sometimes called ‘primary prevention’, which aims to prevent disease from occurring in the first place; that is, to reduce the incidence of disease. Vaccination against childhood infectious diseases is a good example of primary prevention, as is the use of sunscreen to prevent the development of skin cancer. However, somewhat confusingly, the term ‘prevention’ is also used to describe other strategies to control disease. One of these is the use of screening to advance diagnosis to a point at which intervention is more effective, often described as ‘secondary prevention’. What is sometimes called ‘tertiary prevention’ is even more remote from the everyday concept of prevention, usually implying efforts to limit disease progression or the provision of better rehabilitation to enhance quality of life among those who have been diagnosed with a disease.

This final chapter offers advice on the opportunities and challenges of being a composer, and is intended to be useful and encouraging for anyone developing their practice. It suggests ways to build a professional profile through growing networks and understanding effective working habits.

Older people are one of the biggest populations requiring hospital care, and the demand is expected to rise. There is a compelling need to transform hospital environments to meet older-people physical, psychological, and emotional needs. In the UK, certain hospital circumstances such as ward configuration, mealtimes, noise levels, and visiting hours can be detrimental to patients admitted with delirium and to those living with dementia. In rehabilitation settings, lack of meaningful activities, isolation, and boredom are additional key challenges.

Models of good hospital practice catering for old people exist, both in the UK and internationally, and there is strong evidence for their clinical effectiveness. Environmental strategies to maintain orientation and enhance safety in hospital are crucial for a positive experience. Arts-based programmes in acute care settinsg can improve the experience of a hospital admission.

A cultural shift is warranted to champion the delivery an elderly-friendly service. Creating the right environment requires a hospital-wide system, a ward-based service, and a specially trained clinical team. In this chapter we will present examples of essential ingredients for hospitals and wards, and desirable qualities in clinicians who work in collaboration to deliver the best outcomes for an older population.

Executive functions refer to the higher-order skills we use to engage in purposeful and goal-directed behaviours (Carlson et al., 2013). ‘Purposeful’ means that we call on these functions when we have a goal in mind. Developmental psychologists compare the brain with a bustling airport, referring to executive functions as the mind’s ‘air traffic control’ system (Center on the Developing Child, 2011). In the same way that an air traffic controller manages the arrival and departure of several aeroplanes at the same time, the brain’s executive functions enable us to manage a lot of information. Executive functions help us to focus and resist distractions, to think before acting, and to cope with frustrations and rules simultaneously. Young children use executive functions in all aspects of their everyday lives, such as remembering the rules of a game, resisting temptations or impulsive reactions, waiting their turn, staying focused, recalling routines and respecting different points of view. This chapter begins by defining executive functions and their role in children’s learning. It then describes how educators work across the early years to promote executive functions. The final section of the chapter lists questions that may help early years educators to reflect on the ways in which they support children’s emerging executive functions.

Finally, Chapter 17 refers to an important aspect of the role of any EC professional – ongoing professional learning. This chapter discusses reflective practice and critical reflection as a means of ensuring that EC professionals review and monitor their own practice and understand how this practice affects children’s learning outcomes. Tools such as reflective journals and professional portfolios are discussed. The theoretical aspects of EC professionals’ pedagogical content knowledge, content knowledge and pedagogical knowledge are explored.

As we discussed with regard to leadership in Part 1, the context in which the public health tools are used has a bearing on the choice of tool and how it is implemented. In the second part of Essential Public Health: Theory and Practice, we consider a range of contemporary contexts in which public health is practised and illustrate how the tools we have described are applied.

This chapter is dissected into distinct and clear learning tasks. These tasks are then examined within the context of a self-regulated learning cycle and points for instruction and assessment are emphasized. The tasks are reassembled into two case studies – one positive and one negative – to demonstrate how the learning tasks can be used by students. Teacher educators may be interested in the first three parts of each chapter, although they could also use the fourth part to inspire action research projects. Educational researchers may be interested in all four bullet points in order to understand the concepts and variables in the research project design.

The Conclusion summarises the findings and makes recommendations for interpreting the Refugee Convention in a manner that better responds to the characteristics of contemporary armed conflicts. The effective international protection of persons fleeing contemporary armed conflicts would require a shift in assumptions and consideration of evidence that goes beyond the conventional warfare perspective currently adopted by appellate authorities in EU MS to focus instead on the gendered dynamics of violence. The book recommends a more detailed examination of armed groups’ strategies and tactics in conflicts, including their means, as this provides a better understanding of their reliance on violence against civilians to control populations and territories and support the financial costs of fighting. Examining the tactics and means of parties to conflicts locates a logic in the choice of violence leading to highly visible forms of human rights violations. This, in turn, enables the conceptualisation of particular incidents, such as kidnappings or sexual violence and rape at checkpoints, as strategic choices of violence rather than criminal by-products of conflicts. Thus, better understanding the dynamics of violence in conflict helps identify the Refugee Convention reasons for persecution and highlights the increasing importance of imputed Refugee Convention grounds.

In this chapter, we begin by examining the importance of trust in partnership work. We will then discuss the final premise of the TWINE Model of Partnership - to adapt. Through this premise, we will explore concepts such as participatory action, mapping out timelines, funding and resourcing a partnership. We will also examine some of the common challenges that might be faced in partnership work and discuss the ways these challenges might be overcome in practice.

This chapter discusses the daily experience of hunger in the ghettos. It explores the myriad of coping mechanisms employed by those in the ghetto to combat hunger. This chapter discusses how individuals, families, and communities sought to increase the amount of food available. It discusses the sale of assets to obtain food and the preparation and consumption of hunger foods. This chapter reviews ways in which hunger drove individuals to behave in ways that challenged their core beliefs in terms of how they behaved, what they were willing to eat, and how they interacted with one another.