The WHO Guidelines on Hand Hygiene in Health Care provide health-care workers (HCWs), hospital administrators and health authorities with a thorough review of evidence on hand hygiene in health care and specific recommendations to improve practices and reduce transmission of pathogenic microorganisms to patients and HCWs. The present Guidelines are intended to be implemented in any situation in which health care is delivered either to a patient or to a specific group in a population. Therefore, this concept applies to all settings where health care is permanently or occasionally performed, such as home care by birth attendants. Definitions of health-care settings are proposed in Appendix 1. These Guidelines and the associated WHO Multimodal Hand Hygiene Improvement Strategy and an Implementation Toolkit (http://www.who.int/gpsc/en/) are designed to offer health-care facilities in Member States a conceptual framework and practical tools for the application of recommendations in practice at the bedside. While ensuring consistency with the Guidelines recommendations, individual adaptation according to local regulations, settings, needs, and resources is desirable. This extensive review includes in one document sufficient technical information to support training materials and help plan implementation strategies. The document comprises six parts.
This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
Containing chapters by some of the world's leading experts and scholars on the subject, this book provides a broad context for intercultural competence. Including the latest research on intercultural models and theories, it presents guidance on assessing intercultural competence through the exploration of key assessment principles.
Epic fantasy legend, and author of #1 New York Times bestselling series The Wheel of Time®, Robert Jordan's never-before published novel, Warrior of the Altaii: Draw near and listen, or else time is at an end. The watering holes of the Plain are drying up, the fearsome fanghorn grow more numerous, and bad omens abound. Wulfgar, a leader of the Altaii people, must contend with twin queens, warlords, prophets and magic in hopes of protecting his people and securing their future. Elspeth, a visitor from another world, holds the answers, but first Wulfgar must learn to ask the right questions. But what if the knowledge that saves the Altaii will also destroy them? “Jordan has come to dominate the world Tolkien began to reveal.” —The New York Times Explore Robert Jordan's epic fantasy masterpiece, and enter the realm of The Wheel of Time® Prequel: New Spring #1 The Eye of the World #2 The Great Hunt #3 The Dragon Reborn #4 The Shadow Rising #5 The Fires of Heaven #6 Lord of Chaos #7 A Crown of Swords #8 The Path of Daggers #9 Winter's Heart #10 Crossroads of Twilight #11 Knife of Dreams By Robert Jordan and Brandon Sanderson #12 The Gathering Storm #13 Towers of Midnight #14 A Memory of Light By Robert Jordan and Teresa Patterson The World of Robert Jordan's The Wheel of Time By Robert Jordan, Harriet McDougal, Alan Romanczuk, and Maria Simons The Wheel of Time Companion By Robert Jordan and Amy Romanczuk Patterns of the Wheel: Coloring Art Based on Robert Jordan's The Wheel of Time At the Publisher's request, this title is being sold without Digital Rights Management Software (DRM) applied.
The definitive treatment textbook in psychiatry, this fifth edition of Gabbard's Treatments of Psychiatric Disorders has been thoroughly restructured to reflect the new DSM-5® categories, preserving its value as a state-of-the-art resource and increasing its utility in the field. The editors have produced a volume that is both comprehensive and concise, meeting the needs of clinicians who prefer a single, user-friendly volume. In the service of brevity, the book focuses on treatment over diagnostic considerations, and addresses both empirically-validated treatments and accumulated clinical wisdom where research is lacking. Noteworthy features include the following: Content is organized according to DSM-5® categories to make for rapid retrieval of relevant treatment information for the busy clinician. Outcome studies and expert opinion are presented in an accessible way to help the clinician know what treatment to use for which disorder, and how to tailor the treatment to the patient. Content is restricted to the major psychiatric conditions seen in clinical practice while leaving out less common conditions and those that have limited outcome research related to the disorder, resulting in a more streamlined and affordable text. Chapters are meticulously referenced and include dozens of tables, figures, and other illustrative features that enhance comprehension and recall. An authoritative resource for psychiatrists, psychologists, and psychiatric nurses, and an outstanding reference for students in the mental health professions, Gabbard's Treatments of Psychiatric Disorders, Fifth Edition, will prove indispensable to clinicians seeking to provide excellent care while transitioning to a DSM-5® world.
Recommendations developed by the Public Health Service in cooperation with state and communities, interested federal agencies and the vending machine industry, 1965.
Who are computer hackers? What is free software? And what does the emergence of a community dedicated to the production of free and open source software--and to hacking as a technical, aesthetic, and moral project--reveal about the values of contemporary liberalism? Exploring the rise and political significance of the free and open source software (F/OSS) movement in the United States and Europe, Coding Freedom details the ethics behind hackers' devotion to F/OSS, the social codes that guide its production, and the political struggles through which hackers question the scope and direction of copyright and patent law. In telling the story of the F/OSS movement, the book unfolds a broader narrative involving computing, the politics of access, and intellectual property. E. Gabriella Coleman tracks the ways in which hackers collaborate and examines passionate manifestos, hacker humor, free software project governance, and festive hacker conferences. Looking at the ways that hackers sustain their productive freedom, Coleman shows that these activists, driven by a commitment to their work, reformulate key ideals including free speech, transparency, and meritocracy, and refuse restrictive intellectual protections. Coleman demonstrates how hacking, so often marginalized or misunderstood, sheds light on the continuing relevance of liberalism in online collaboration.
This yearbook is a project of the Consortium for Educational Development, Evaluation and Research (CEDER), the research and development arm of the College of Education and Human Development at Texas A&M University-Corpus Christi. With this edition of the CEDER Yearbook, the editors wished to support student researchers as emerging scholars. Participating in research projects entails many benefits for students, including the onboarding of new teaching methods and strategies, becoming a reflective practitioner, engaging in a different model of professional learning, learning how to behave like a researcher, improving writing skills, and pursuing further degrees. Collaboration between faculty members and students (often teacher or pre-service teacher researchers) is critical (Brew, 2013; Johnson, 2000; Ries, 2018).Strickland (1988) posits that teacher researchers need to be engaged in every step of the research process and allowed to take ownership of the work. It should be thought of as helping to create lifelong researchers, for "if students are properly trained, prepared, and supervised, the student-faculty collaboration can be a memorable and successful experience. It may even inspire the career goal of a future professor or two" (Fenn, 2010, p. 259). The call for proposals asked for empirical, conceptual and theoretical contributions to the area of research conducted by students. Personal Perspectives and Research Focus of students include the following categories: Culture, International Students, Men of Color, Teaching, Doctoral Students, Latino/a Culture, STEM, LBGTQ, Policy and Administration, Student Faculty, and Curriculum.The intended audience for this yearbook includes educators, decision-makers, policymakers, and leaders within faculty and student development programs as well as international student departments. A call for proposals was issued to a variety of universities and professional organizations. Two hundred and sixty-four articles from a total of 217 authors representing 72 universities were submitted. Those blinded articles were distributed to a panel of reviewers. Each article was seen by two reviewers and the editors of the yearbook. The editorial team selected 21 articles for inclusion in this yearbook.