Sarah Robinson – författare

Architecture is a Verb outlines an approach that shifts the fundamental premises of architectural design and practice in several important ways. First, it acknowledges the centrality of the human organism as an active participant interdependent in its environment. Second, it understands human action in terms of radical embodiment—grounding the range of human activities traditionally attributed to mind and cognition: imagining, thinking, remembering—in the body. Third, it asks what a building does—that is, extends the performative functional interpretation of design to interrogate how buildings move and in turn move us, how they shape thought and action. Finally, it is committed to articulating concrete situations by developing a taxonomy of human/building interactions.Written in engaging prose for students of architecture, interiors and urban design, as well as practicing professionals, Sarah Robinson offers richly illustrated practical examples for a new generation of designers.

Architecture is a Verb outlines an approach that shifts the fundamental premises of architectural design and practice in several important ways. First, it acknowledges the centrality of the human organism as an active participant interdependent in its environment. Second, it understands human action in terms of radical embodiment—grounding the range of human activities traditionally attributed to mind and cognition: imagining, thinking, remembering—in the body. Third, it asks what a building does—that is, extends the performative functional interpretation of design to interrogate how buildings move and in turn move us, how they shape thought and action. Finally, it is committed to articulating concrete situations by developing a taxonomy of human/building interactions.Written in engaging prose for students of architecture, interiors and urban design, as well as practicing professionals, Sarah Robinson offers richly illustrated practical examples for a new generation of designers.

There is increasing academic interest in how Pierre Bourdieu’s sociology can be applied to management and organization studies (MOS). In a context of increasing complexity faced by organizations and those who work in them due to globalization, neoliberalism, austerity, financial crisis, ecological issues, populism and developing technologies, there is untapped potential to use Bourdieu’s theoretical inventions to arrive at greater understandings of how change, transition and crisis shape work, organizational life as well as relations between different organizational and sectorial fields.This book aims to take a specific focus on the relational nature of Bourdieu’s work and its relevance for contemporary organizations. It provides empirically-grounded examples that showcase the explanatory strength of Bourdieu´s intellectual concepts, such as field, habitus, capital, hexis, hysteresis, symbolic power, symbolic violence, doxa, illusio as applied to the current challenges within MOS. Such challenges include issues resulting from globalization, neoliberalism, financial crisis, ecological crisis, populism and developing technologies, to name but a few; and added to those, a global pandemic. The twelve chapters presented in this book study a great variety and range of organizational phenomena that are organized into three thematic sections: ‘Neoliberalism, fields and hysteresis’, ‘Global and national movements as sites for competition and symbolic domination’ and the ‘The emergence and transformation of professional fields’. The chapters show a concern with the challenges and opportunities such developments offer to MOS scholars and to managers and employees in public and private sector organizations.It will be of interest to researchers, academics and students in the fields of organizational studies, critical management studies, human resource management and sociology.

This work looks specifically at research relevant to the care provided by midwives for childbearing women and their families. The studies encompass many areas of midwifery practice, education and management and topics covered include antenatal care, supportive care in labour, reasons for not breast feeding, the role and responsibilities of the midwife and women's experiences of childbirth. These studies illustrate the diversity of research methods appropriate to the study of midwifery, ranging from randomized controlled trials to evaluate the effects of clinical procedures, to detailed observational studies to describe interactions between midwives and women in their care.

The third volume of this successful Series brings together studies of particular relevance to the care provided by midwives for childbearing women and their families. midwifery research is essential for sound practice and is of importance as a basis for education and management. Topics in this volume include: care during pregnancy, tabour and delivery, and the post natal period midwifery education midwives responsibilities midwives careers. The maternity services' continue to be in the public eye in the UK and the West. Debate on consumer satisfaction with the experience of pregnancy and childbirth and perinatal mortality is increasing. This Series is intended primarily for midwives but it will be of interest to other health professionals involved in the provision of maternity care and members of social science disciplines concerned with women's health. Sarah Robinson is Senior Research Fellow, Nursing Research Unit, King's College, London, England. Ann M Thomson is Senior Lecturer in Midwifery, School of Nursing Studies, University of Manchester and Director, Health Care Research Unit, Stockport, Tameside & Glossop College of Nursing, England.

Part of a series, volume 4 contains further midwifery research for the series. This volume includes papers on the selection and education of midwives, and should be of interest to student and qualified midwives and obstetricians.

There is increasing academic interest in how Pierre Bourdieu’s sociology can be applied to management and organization studies (MOS). In a context of increasing complexity faced by organizations and those who work in them due to globalization, neoliberalism, austerity, financial crisis, ecological issues, populism and developing technologies, there is untapped potential to use Bourdieu’s theoretical inventions to arrive at greater understandings of how change, transition and crisis shape work, organizational life as well as relations between different organizational and sectorial fields.This book aims to take a specific focus on the relational nature of Bourdieu’s work and its relevance for contemporary organizations. It provides empirically-grounded examples that showcase the explanatory strength of Bourdieu´s intellectual concepts, such as field, habitus, capital, hexis, hysteresis, symbolic power, symbolic violence, doxa, illusio as applied to the current challenges within MOS. Such challenges include issues resulting from globalization, neoliberalism, financial crisis, ecological crisis, populism and developing technologies, to name but a few; and added to those, a global pandemic. The twelve chapters presented in this book study a great variety and range of organizational phenomena that are organized into three thematic sections: ‘Neoliberalism, fields and hysteresis’, ‘Global and national movements as sites for competition and symbolic domination’ and the ‘The emergence and transformation of professional fields’. The chapters show a concern with the challenges and opportunities such developments offer to MOS scholars and to managers and employees in public and private sector organizations.It will be of interest to researchers, academics and students in the fields of organizational studies, critical management studies, human resource management and sociology.

Should academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called ‘excellence’ in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on ‘one big thing’, to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery through which readers are encouraged to meander at will, this compilation of insights into alternative academic lives will help to inspire and encourage current academics to re-think and take ownership of their careers in their own terms, according to their own strengths, weaknesses, and circumstances.

Should academic careers always unfold in exactly the same way? Is there one best way of being an academic? This book says no. Assumptions about who academics are and what they should do are becoming increasingly narrow and focused on achieving so-called ‘excellence’ in teaching and research above anything else. This book problematises this and explores the scope for doing academic careers differently. Authors paint individual or group portraits of their academic careers, working with metaphors which challenge the dominant discourses of how academic careers should be led. From rejecting the pressure to focus on ‘one big thing’, to prioritising nurture and care, transcending disciplinary boundaries, reshaping own daily practice, connecting with communities, and being academics outside academia, the chapters in this book offer those considering, starting, or developing an academic career a treasure trove of many alternative possibilities. Presented as a portrait gallery through which readers are encouraged to meander at will, this compilation of insights into alternative academic lives will help to inspire and encourage current academics to re-think and take ownership of their careers in their own terms, according to their own strengths, weaknesses, and circumstances.

The profound impact that design has on human experience—physically, emotionally, cognitively, or ecologically—is now well established. And while this experiential and affective turn in architecture is gaining momentum, studio time remains primarily dedicated to the creation of buildings as independent objects with minimal regard for the interactions and impacts those buildings may have on their inhabitants and their surroundings.This book carefully details an alternative for thinking and designing that shifts attention from abstract formalism and object orientation to the creation of dynamic interacting fields of affective, tactile, kinaesthetic, ecological, and social engagement. The book articulates resonance as a model and metaphor for the way we interact with our environments. The word’s literal meaning is to re-sound, implying a surface or receptive body that amplifies and alters the sound—an interdependent relation and process occurring in between. Seven kinds of resonance specific to design are detailed theoretically and illustrated with practical and historical examples. These design strategies demonstrate the possibilities resulting from shifting attention and resources from the longstanding preoccupation with fixed forms towards structuring and supporting dynamic interactive relationships between the built and the natural and between people and place.Seamlessly combining architecture with cognitive science and neuroscience, environmental and evolutionary psychology, and social theory and anthropology, in clear, direct, and engaging prose, this book will be essential reading for all architecture students as well as those in these varied fields.

The profound impact that design has on human experience—physically, emotionally, cognitively, or ecologically—is now well established. And while this experiential and affective turn in architecture is gaining momentum, studio time remains primarily dedicated to the creation of buildings as independent objects with minimal regard for the interactions and impacts those buildings may have on their inhabitants and their surroundings.This book carefully details an alternative for thinking and designing that shifts attention from abstract formalism and object orientation to the creation of dynamic interacting fields of affective, tactile, kinaesthetic, ecological, and social engagement. The book articulates resonance as a model and metaphor for the way we interact with our environments. The word’s literal meaning is to re-sound, implying a surface or receptive body that amplifies and alters the sound—an interdependent relation and process occurring in between. Seven kinds of resonance specific to design are detailed theoretically and illustrated with practical and historical examples. These design strategies demonstrate the possibilities resulting from shifting attention and resources from the longstanding preoccupation with fixed forms towards structuring and supporting dynamic interactive relationships between the built and the natural and between people and place.Seamlessly combining architecture with cognitive science and neuroscience, environmental and evolutionary psychology, and social theory and anthropology, in clear, direct, and engaging prose, this book will be essential reading for all architecture students as well as those in these varied fields.

This volume distinguishes itself by taking a broad and philosophical perspective on teaching and the process of learning, rather than proposing yet another algorithmic approach to learning. It is intended for teaching faculty and academic support staff who want to deeply reflect on and continuously develop teaching designs that combine knowledge and action. Motivated by a concern for the societal issues and global challenges facing us, we recognize that the current generation of students will need to be agentic citizens able to act to become authentic change-makers. If students are to become critically reflective active citizens, equipped for life in its broadest sense, then teaching must engage them with disciplinary knowledge and link this to authentic practices to make learning meaningful.Meaningful learning is defined as linking knowledge-intensive processes of learning to the creation of value for others outside the university. This embodies students’ cognitive heads, conative hands, and affective hearts allowing them to become authentic change-makers. It makes the learning process holistic, embedded in the individual, and socially connected, without losing the connection to knowledge content. When a meaning-oriented format supports content and when content is enhanced through an outward-oriented format, students’ cognitive, affective, and conative domains are activated in a powerful interplay to trigger deep feelings of meaningfulness. A meaningful learning approach ensures that students become participative learners, able to reflect on their own values and combine disciplinary knowledge in collaboration with others to tackle some of today’s most pressing societal challenges.

This volume distinguishes itself by taking a broad and philosophical perspective on teaching and the process of learning, rather than proposing yet another algorithmic approach to learning. It is intended for teaching faculty and academic support staff who want to deeply reflect on and continuously develop teaching designs that combine knowledge and action. Motivated by a concern for the societal issues and global challenges facing us, we recognize that the current generation of students will need to be agentic citizens able to act to become authentic change-makers. If students are to become critically reflective active citizens, equipped for life in its broadest sense, then teaching must engage them with disciplinary knowledge and link this to authentic practices to make learning meaningful.Meaningful learning is defined as linking knowledge-intensive processes of learning to the creation of value for others outside the university. This embodies students’ cognitive heads, conative hands, and affective hearts allowing them to become authentic change-makers. It makes the learning process holistic, embedded in the individual, and socially connected, without losing the connection to knowledge content. When a meaning-oriented format supports content and when content is enhanced through an outward-oriented format, students’ cognitive, affective, and conative domains are activated in a powerful interplay to trigger deep feelings of meaningfulness. A meaningful learning approach ensures that students become participative learners, able to reflect on their own values and combine disciplinary knowledge in collaboration with others to tackle some of today’s most pressing societal challenges.

This second edition of Teacher Agency brings new perspectives on teachers as agents of change and development within their professional ecosystems. Centred around an ecological theory of agency, it critically surveys the work that has emerged in this field in the decade since its first edition and how international trends in curriculum policy and teacher development have shaped that landscape.As well as updating the research that formed the core of its original study, this second edition now includes an extensive literature review spanning the theory and conceptualization of teacher agency, and the critical issues that now affect it. Drawing this research together with the authors’ international experiences and perspectives, Teacher Agency grapples with theoretical and practical issues of international significance – how should agency be understood? How does it relate to individual teachers’ capacity? What does this mean for the cultures and structures at the heart of teaching?

This second edition of Teacher Agency brings new perspectives on teachers as agents of change and development within their professional ecosystems. Centred around an ecological theory of agency, it critically surveys the work that has emerged in this field in the decade since its first edition and how international trends in curriculum policy and teacher development have shaped that landscape.As well as updating the research that formed the core of its original study, this second edition now includes an extensive literature review spanning the theory and conceptualization of teacher agency, and the critical issues that now affect it. Drawing this research together with the authors’ international experiences and perspectives, Teacher Agency grapples with theoretical and practical issues of international significance – how should agency be understood? How does it relate to individual teachers’ capacity? What does this mean for the cultures and structures at the heart of teaching?

Recent worldwide education policy has reinvented teachers as agents of change and professional developers of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on this issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the ‘Teacher Agency and Curriculum Change’ project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors’ international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity of teachers, but also in respect of the cultures and structures of schooling.

Recent worldwide education policy has reinvented teachers as agents of change and professional development of the school curriculum. Academic literature has analyzed changes in how teacher professionalism is conceived in policy and in practice but Teacher Agency provides a fresh perspective on the issue, drawing upon an ecological theory of agency. Using this model for understanding agency, Mark Priestley, Gert Biesta and Sarah Robinson explore empirical findings from the 'Teacher Agency and Curriculum Change' project, funded by the UK-based Economic and Social Research Council (ESRC). Drawing together this research with the authors' international experiences and perspectives, Teacher Agency addresses theoretical and practical issues of international significance. The authors illustrate how teacher agency should be understood not only in terms of individual capacity for teachers, but also in respect of the cultures and structures of schooling.

When sparks start flying, these total opposites discover Christmas is the most wonderful time of the year.To raise enough money to start her own business, Nola Bennett needs to sell "The Castle," her beloved grandmother's historic house and get back home to the city. But Heart Lake's most eligible bachelor is insisting she hang on to the property. He may be one of the hottest, grumpiest men she's ever seen, but Nola has no time to pine over her high school crush.All woodworker Tanner Dean wants for Christmas is some peace and quiet, but that's not going to happen with infuriating, irresistible Nola Bennett back in town. How can he persuade her to keep The Castle out of the hands of greedy developers when sizzling attraction flares every time they're together? And the more time he spends with Nola, the harder it becomes to picture a future without her-unless he can convince her, once and for all, that Heart Lake is exactly where she belongs.Includes the bonus novella The Christmas Wish by Melinda Curtis!

On the outside, Amanda Riverswood has it all: a fun career in interior design, a lakeside cottage in her Michigan hometown, and a close-knit group of friends. But she's thirty-two-years old and-despite her seemingly outgoing persona-has never had a boyfriend. So this summer, Amanda decides she's going to rip the Band-Aid off and go on a bunch of blind dates.As one of professional baseball's star pitchers, Dominic Gage was on top of the world-until a detached retina sent him into early retirement. Not long afterward, his wife walked out of their marriage. Now, at an all-time low, he's learning to settle into his new life in the small town of Heart Lake. His plan for the summer is sitting on his dock reading, napping, and not talking to anyone, especially not the cute, exasperatingly chipper girl next door.But when Dom accidentally damages her dock and offers to fix it, he gets into a habit of eavesdropping on her hilarious series of dates. As they begin to bond over late night laughter and conversations following Amanda's failed dating attempts, it's not long before there's more than friendship between them. Could a casual fling between neighbours be what they both need to get over their issues or will it only risk their hearts?