Ann Berger – författare

With cancer ranking as the primary or secondary cause of premature death in almost 100 countries worldwide, the World Health Organization recognized a high level of investment in cancer control and treatment (including palliative care) in 2019. At that time, governments at the World Health Assembly (WHA) unanimously adopted a new cancer resolution (Universal Health Coverage: Moving Together to Build a Healthier World). The resolution noted the potential for cancer prevention to reduce cancer burden in the future, while reducing the suffering from cancer in the communities.As most countries are facing an overall increase in the absolute number of cancer cases, large geographical diversity in cancer occurrence and variations in the magnitude and profile of the disease still continue between and within world regions. Specific types of cancer dominate globally: lung, female breast, and colorectal cancer. The regional variations in common cancer types signal the extent to which societal, economic, and lifestyle changes interplay to differentially impact the profile of this most complex group of diseases.Although survival rates for cancer have improved significantly over the past few decades, for each individual, the diagnosis and treatment of cancer are still devastating, affecting the family and community as well. The care of a person with cancer must be more than just the treatment of the cancer itself. Understanding the cultural, psychological, social, and spiritual dimensions of the cancer sufferer and their family and community will ensure the best care.In order to treat individuals with cancer and understand how to give the best possible care to underserved populations, we need to understand cultural diversity. Understanding that cultural aspects of a society may be intertwined with finances and other resources can improve adherence and access to care. Culture is made up of language, religion, cuisine, social norms, history, ancestry, music, arts, and spirituality. In order to improve cancer care outcomes, patients' diverse spiritual and cultural beliefs must be recognized. In addition, available methods must be utilized to improve access and adherence to treatment modalities and regimens.In this book, we focus on numerous diverse cultures, traditions, and faiths. Many parts of the world are composed of indigenous cultures, with unique spiritual beliefs in addition to the region's primary religion. We present chapters on indigenous religions as well as indigenous traditional healers. People everywhere experience trouble, sorrow, need, and sickness, and they develop skills and knowledge in response to these adversities. This book provides insightful models of these parameters and serves as a valuable resource for health care providers and policymakers by taking a global approach to cultural diversity in the world. By understanding this multiculturalism and the many aspects of psychological, social, and spiritual dimensions of health and healing, we can learn from one another.

Part of the "What Do I Do Now: Palliative Care" series, Clinical and Ethical Dilemmas in Palliative and End-of-Life Care bridges the gap between the clear, logical, and harmonious clinical world of textbooks and the chaotic, turbulent, resource-constrained, and often unpredictable world of everyday practice. Each chapter begins with a case and is followed by a diagnosis, explanation of next steps, and rationale for decision-making by experts in the field, mimicking the kind of "curbside consult" that occurs between an experienced clinician and someone new to the field. Tackling dilemmas related to patients, families, healthcare professionals, and the healthcare system, this book comprehensively helps readers learn to apply practical knowledge in challenging circumstances-and often with incomplete information-to achieve clinical competency. The volume is also a self-assessment tool that tests the reader's ability to answer the question, "What do I do now?"

Handbook of Supportive Oncology and Palliative Care is a practical guide to providing evidence-based and value-based care to adult and pediatric cancer patients experiencing severe symptoms and stressors due to cancer diagnosis, cancer treatment, and comorbid conditions. This accessible reference provides the art and science behind the whole-person and family approach to care by delivering the best practices to relieving a cancer patient’s symptoms across physical, psychosocial, and spiritual dimensions. Unlike other resources, this book covers all dimensions of palliative care but with a special emphasis on primary palliative care. Part One of the handbook provides the essential background and principles of supportive oncology and palliative care, including chapters on understanding the adult and pediatric patient and family illness experience, the roles and responsibilities of the palliative care team, and the art of the palliative care assessment interview. Part Two covers symptom management and includes ten chapters considering the major physical and psychosocial symptoms a cancer patient may face—neurologic, cardiac, respiratory, gastrointestinal, genitourinary, psychiatric, sleep and fatigue, pain, and psychosocial and spiritual distress. Part Three addresses special considerations and issues that an oncologist, physician, nurse or other healthcare provider often face in these settings, including chapters on intimacy, sexuality, and fertility issues, grief and bereavement, running a family meeting, care for the caregiver, and survivorship.Written by expert clinicians, this state-of-the-art handbook is a necessary resource for any oncologist, nurse, primary care physician, psychosocial expert, or related practitioner who endeavors to improve quality of life and provide healing to those suffering from cancer and its treatment.Key Features:Provides the binding principles of palliative care for pediatrics, adults and families from diverse cultures and spiritual beliefsEasy-to-read format makes extracting content fast and convenient for both the clinical and educational settingGuides the clinician and practitioner through the palliative care assessment process, including the appropriate questions for the palliative care interviewInterdisciplinary team approach to psychosocial and spiritual careIncludes access to the fully searchable downloadable eBook

This book has been designed to provide guidance for special and mainstream schools in the assessment of pupils' learning from Level P1 up to and including National Curriculum Level 1A. It contains exemplification of the descriptions of attainment for reading, writing and the three strands of mathematics identified in Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties produced by the QCA.The book provides clarification of the performance criteria, through illustrative examples, and supports accurate and consistent teacher assessment of pupils working at these levels. It enables effective monitoring of attainment and progression, which will support the target setting process, and demonstrates how assessments can be used to inform next steps in learning. The authors include examples from special and mainstream schools on reading, writing and mathematics. The book also contains photocopiable proformas for your own use.SENCOs and teachers in special and mainstream schools should find this book helps them to chart the progress of their pupils' learning very effectively.

First published in 1999. This book offers clear, practical advice and guidance on how to encourage and support children who have special educational needs without losing sight of the needs of the rest of the class. The focus is on children with a wide variety of special educational needs including emotional and behavioural difficulties, visual or hearing impairments, speech and language difficulties and autistic spectrum disorders. By looking closely at the key features of each difficulty, the authors show how to plan for these pupils and includes proven strategies.

First published in 1999. This book offers clear, practical advice and guidance on how to encourage and support children who have special educational needs without losing sight of the needs of the rest of the class. The focus is on children with a wide variety of special educational needs including emotional and behavioural difficulties, visual or hearing impairments, speech and language difficulties and autistic spectrum disorders. By looking closely at the key features of each difficulty, the authors show how to plan for these pupils and includes proven strategies.

First Published in 2000. Following the successful programme to support schools in raising standards of literacy, this book aims to publish the work of another project to working with schools to implement the National Numeracy Strategy for pupils attaining below level 1 of the National Curriculum. Many pupils will work on the same learning objectives for many years and the scheme of work included in this book tries to show how similar learning objectives can be taught in an age appropriate way. In addition is clear guidance about precisely what needs to be learnt in order to achieve the key reception objectives identified in the National Numeracy Strategy. These key objectives currently contain too many different elements to enable teachers to break down clearly the small steps of learning that need to take place. Related to these component parts of the learning objectives are a wide range of activities and resources to help teachers choose activities which will be motivating and enjoyable for pupils and encourage them to learn more quickly. The activities have been carefully chosen to clearly match the learning objectives identified.

This book has been designed to provide guidance for special and mainstream schools in the assessment of pupils' learning from Level P1 up to and including National Curriculum Level 1A. It contains exemplification of the descriptions of attainment for reading, writing and the three strands of mathematics identified in Planning, Teaching and Assessing the Curriculum for Pupils with Learning Difficulties produced by the QCA.The book provides clarification of the performance criteria, through illustrative examples, and supports accurate and consistent teacher assessment of pupils working at these levels. It enables effective monitoring of attainment and progression, which will support the target setting process, and demonstrates how assessments can be used to inform next steps in learning. The authors include examples from special and mainstream schools on reading, writing and mathematics. The book also contains photocopiable proformas for your own use.SENCOs and teachers in special and mainstream schools should find this book helps them to chart the progress of their pupils' learning very effectively.