Suchergebnisse

Africa's population is young and growing at twice the pace of other continents. A youth bulge presents a series of development policy opportunities and challenges. In this context, simplistic linkages between the youth bulge, high unemployment, and fragility have gained traction and given rise to a youth policy agenda that targets urban male youth as the problem and emphasizes formal sector development as the solution. This paper questions some of the core assumptions that underpin mainstream perceptions of the linkages between youth, employment, and fragility in West Africa, and presents an alternative analysis. The study will use the language of livelihoods to reflect on youth employment experiences, as livelihoods take into account the capabilities, assets (including both material and social resources), and activities required for a means of living beyond traditional ideas of employment, and thus enable a deeper, more sophisticated understanding of the realities of many young West Africans. The paper argues that a nuanced understanding of specific groups of young people and their livelihood activities in their specific social, cultural, political, and economic context is necessary to understand how young peoples' lives intersect with fragility dynamics. The paper aims to highlight that the relationship between youth, unemployment, underemployment, livelihoods, and fragility is far more complex than is often recognized and should not be exaggerated or taken out of context.

Kenya s economy has undergone a significant process of structural transformation over the last decade. Since 2002, the economy has shown an accelerating trend with GDP growth increasing steadily from below 1 percent in 2002 to 7 percent in 2007. After a slowdown in GDP growth to 1.5 percent and 2.7 percent in 2008 and 2009 respectively, economic growth started to rebound in 2010. Amidst this positive growth context, in October 2013, the Kenyan Government launched the Second Medium-Term Plan (MTP-2) of the Vision 2030. The aim of Kenya s Vision 2030 is to create a globally competitive and prosperous country with a high quality of life by 2030 and to shift the country s status to upper-middle income level.

Cambodia continues to enjoy robust growth, albeit at a slightly slower pace. Real growth in 2014 is estimated to have reached 7.0 percent. The garment sector, together with construction and services, in particular finance and real estate, continues to propel growth. However, there are signs of weaknesses in garment and agricultural production that are slightly slowing growth. Overall macroeconomic management remains appropriate. Fiscal consolidation continues with further improvements in revenue collection resulting from enhanced administration. Poverty continues to fall in Cambodia (poverty headcount rate in 2012 was 17.7 percent) although the pace of poverty reduction has declined significantly. Cambodia's real growth rate is expected to moderate to 6.9 percent in 2015 and 2016, as it confronts stronger competition in garment exports, continued weak agriculture sector growth, and softer growth in the tourism sector. Recent developments include: the garment sector continues to be one of Cambodia's main engines of growth, the external position remains stable, supported by healthy foreign direct investment inflows, underpinning the overall macroeconomic stability, Exchange rate targeting continues to support price stability, inflation has eased significantly with continuing depressed food prices and the recent decline in oil prices, and financial deepening continues, supporting economic expansion as deposit and credit growth accelerated quickly in 2014.

This seventh economic update goes to the heart of one of the main challenges faced by Tanzania: how can the country finance its development? This is a fundamental question when aid is coming down as a proportion of a growing GDP, and as access to financial markets remains limited. Oneoption would be to rely more on the private sector to deliver education, health, roads, ports and electricity. This is possible as demonstrated by many such experiences around the world, and therefore this approach needs to be one important part of the solution to finance development. The argument presented in this economic update is that higher tax revenues will come only if a comprehensive approach is adopted. The tax system has to be affordable, fair, simple, and transparent. The government also has to be accountable for the money it is receiving. It is onlywhen these basic conditions are met that tax compliance will increase. Because a strong social contract between the State and its citizens is not yet sufficiently in place in Tanzania, a number of suggestions are proposed in the update, with the objective of stimulating debate on possibleapproaches to increase tax revenue.

The Philippines is one of the eight founding members of the open government partnership (OGP) alongside Brazil, Indonesia, Mexico, Norway, South Africa, United Kingdom, and the United States. The overarching concept of open government recognizes that good governance derives from the principle of transparency by providing an easily accessible, readily usable, and up-to-date online platform of digitized public records. Open data is an important component and commitment area of the OGP. The Philippines developed its first national open government action plan, which detailed nineteen initiatives under four broad outcome areas, from June to September 2011. This paper aims to: (1) document the historical development, key drivers, and milestones of open government Philippines and open data Philippines, and (2) pose recommendations for moving forward with its commitments. It reviews the composition and formation of the open data task force and showcases the features of data.gov.ph. The paper seeks to pose recommendations pertaining to the following areas: (1) release and manage organized, operable, and relevant data; (2) refine technical aspects of open data; (3) institutionalize open data within government; (4) promote civic engagement and stakeholder outreach; and (5) adopt complementary metrics and measures of success. The paper also opens a series of reports on the key stages in the development of the program, including implementation and impact evaluation.

Myanmar is a country in transition with great regional diversity. It is still a relatively young country with the highest share of its population at active working age. Myanmar's more pressing needs are the following: a) reducing the incidence of poverty and improving human development outcomes, with a particular emphasis on reaching the poor and vulnerable. Children from poor families fare worse when it comes to nutrition, and education outcomes; and b) addressing the insecurity of incomes and developing mechanisms to reduce exposure to risks and ability to cope with ill-health, disasters and other shocks. This suggests a critical role for social protectionpolicies and programs in Myanmar's strategy for poverty reduction and people-centered development.

Economic growth in West Bank and Gaza (WB&G) slowed in the first quarter (Q1) of 2012. The real growth rate is estimated to have reached 5.6 percent, more than three percentage points lower than the Q1 2011 growth figure and almost one percent lower than the growth forecast contained in the Palestinian Authority's (PA's) budget. This decline is attributed to a major slowdown in Gaza, where real growth decreased from 21.3 percent to 6 percent on a year-on-year basis. The slowdown in Gaza during Q1 of 2012 was mainly attributed to a major decline in the agriculture and fishing sector, which offset much of the growth witnessed in other sectors. This sector shrank by 43 percent in Q1 2012 due to frequent power outages resulting from the lack of fuel in Gaza. Nevertheless, other sectors in Gaza expanded and the highest growth levels were witnessed in the construction, and hotels and restaurants sectors. In the West Bank, growth in Q1 2012 was broadly unchanged from its 2011 level. Most of the growth was from an expansion of services, which contributed around 2.2 percentage points of the 5.4 percent total growth in Q1 2012. The recent slowdown in economic growth is also reflected in higher unemployment levels. Overall unemployment in WB&G was 20.9 percent in the second quarter of 2012 compared to 18.7 percent during the same period in 2011. A serious concern in WB&G is the high level of youth unemployment that is accompanied by low youth participation in the labor force.

Malaysia is a multiethnic, upper-middle-income country that has relied heavily on income from its natural resources to engineer successful diversification into manufacturing and sharply increased incomes for all ethnic groups. This paper examines the role of the policy-making process and national leadership in effecting this structural change and growth with equity. It discusses the government's role in transforming corporate ownership patterns while nurturing industrial enterprises into niche products within complex value-added chains. At the same time, the paper underscores the difficulties and costs of attempting to move into areas where an economy has no strong advantages, in this case heavy industries. Privatization is seen to have been a powerful tool for expanding private enterprise despite limited entrepreneurial skills, but it is questionable as a sustainable strategy; the aggressive formation of new firms seems to offer better long-term prospects. An appropriate regime of policy making and implementation is required, characterized by political determination, stability, high attention to growth with equity, experimentation, and an ability to learn through implementation, both at home and from the experience of others. These are key factors accounting for the relative success of Malaysia. Nothing in the Malaysian experience suggests that it is possible or desirable to undertake reforms serially; in fact, the evidence suggests that the "reform cluster" approach to policy implementation is more effective because it addresses several coordination problems at the same time.

This chapter deals with the distortions to price incentives for agriculture that result from the trade, exchange rate and domestic policies in place in the four main South Asian countries, by summarizing and comparing the findings and themes of the more-detailed case studies on India, Pakistan, Bangladesh and Sri Lanka. Attention is paid most to India, which accounts for around four fifths of South Asia's population, Gross Domestic Product (GDP) and agricultural GDP. The principal focus is on the level of and trends in distortions for agriculture as a whole, and how these have changed over time relative to those for non-agricultural traded sectors in these countries. Previous studies have established that in India, Pakistan and Sri Lanka, policies strongly favored manufacturing over the principal agricultural crops, although the extent of anti agricultural bias diminished considerably between the 1970s to 1995. The new country studies extend the earlier estimates up to 2005 and back to 1965, and provide long term estimates of distortions to relative agricultural incentives in Bangladesh for the first time. As well, these new studies broaden the coverage of previous research by including estimates for the fresh fruit and vegetables sector in India, and the dairying sectors in India and Pakistan. In South Asia both of these sectors account for large shares of the rural economy as measured by their contributions to GDP.

Life insurance has become an increasingly important part of the financial sector over the past 40 years, providing a range of financial services for consumers and becoming a major source of investment in the capital market. But what drives the large variation in life insurance consumption across countries remains unclear. Using a panel with data aggregated at different frequencies for 68 economies in 1961-2000, this article finds that economic indicators such as inflation, income per capita, and banking sector development and religious and institutional indicators are the most robust predictors of the use of life insurance. Education, life expectancy, the young dependency ratio, and the size of the social security system appear to have no robust association with life insurance consumption. The results highlight the importance of price stability and banking sector development in fully realizing the savings and investment functions of life insurance in an economy.

From nuclear weapons to terrorism, the United States and Iran clash on nearly even front. Yet, it has not always been this way. As recently as 1979, Norwich University, the oldest Senior Military College in the United States, played host to nearly eighty Iranian Midshipmen. Although Norwich's Iranian program was short-lived, it was one of the most successful cultural exchanges in the university's history. In the face of tremendous adversity, Norwich overcame all obstacles and successfully academically, militarily, and socially integrated the Iranian Midshipmen into the Corps of Cadets and the greater Norwich community. ; Winner of the 2022 Friends of the Kreitzberg Library Award for Outstanding Research in the University Archives category, honorable mention. ; Tribulation, Triumph, and Tragedy: Norwich University's Iranian Program (1976-1979) Joseph C. Chatterton History 249- Historical Methods Dr. Bennett 3, December 2021 Word Count: 3159 1 January 29, 2002, just five months after the most devastating terrorist attacks in American history, in his first State of the Union since the beginning of War on Terror President George W. Bush branded Iran as a member of the so-called Axis of Evil along with the likes of North Korea and Saddam Hussian's Iraq. In one line in particular, President Bush decried the Islamic Republic and made it clear that in his role as Commander and Chief, he regarded Iran as one of America's greatest geopolitical foes stating, "Iran aggressively pursues these weapons and exports terror, while an unelected few repress the Iranian people's hope for freedom."1 President Bush's remarks are unsurprising. After all, as recently as May of 2018, prominent Iranian politicians congregated in the hallowed halls of their Parliament to burn American flags and chant "Death to America."2 From nuclear weapons to terrorism, the United States and Iran clash on nearly even front. Yet, it has not always been this way. As recently as 1979, Norwich University, the oldest Senior Military College in the United States, played host to nearly eighty Iranian Midshipmen. Although Norwich's Iranian program was short-lived, it was one of the most successful cultural exchanges in the university's history. In the face of tremendous adversity, Norwich overcame all obstacles and successfully academically, militarily, and socially integrated the Iranian Midshipmen into the Corps of Cadets and the greater Norwich community. In the fifty years since the birth of Iran's Islamic Republic, scholars, historians, and government officials have devoted the vast majority of their analysis on the dramatic collapse of the Shah's regime, the ensuing hostage crisis, and the profound implications it had on American foreign policy. While the significance of this is undeniable, far less research has been done into 1 George W Bush, "2002 State of the Union ," National Archives and Records Administration (National Archives and Records Administration, January 29, 2002), https://georgewbush-whitehouse.archives.gov/stateoftheunion/2002/. 2 "Iranian Politicians Set Fire to US Flag in Parliament," BBC News (BBC), accessed November 4, 2021, https://www.bbc.com/news/av/world-middle-east-44055625. 2 academic links which bound the two nations, and the effects that the regime's collapse had on the vast number of Iranian students studying in the United States. Norwich's Iranian program was not the first of its kind, however it was the most successful. Similar programs were attempted at other military academies such as at The Virginia Military Institute (VMI) and the Citadel. However, both of these programs were plagued by difficulties. In 1976 Lieutenant Colonel Paul LaFond, the Deputy Commandant of Norwich's Corps of Cadets, visited VMI to observe VMI's Iranian program so that Norwich might draw lessons for the establishment of its own program. Following the trip Colonel LaFond compiled a detailed report. In the report, it becomes quickly evident that the VMI program consistently struggled to successfully integrate the Iranian students. Major flash point included the serving of Pork products during chow time and their "more relaxed idea of the honor code,"3 LaFond ends this memorandum with a section dedicated "Staff, Faculty and Cadre reaction to the Iranian Program." In this section it becomes evident that many prominent leaders of VMI had less than positive things to say about the program. One Cadet advisor remarked, "The Iranians have put a great strain on our system. The school has been weakened." he continued on dramatically stating, "If we had large numbers for very long it could destroy our system."4 Probably the gravest signal that VMI's Iran program was less than successful are the somber closing remarks of the schools highest ranking officials, the Commandant of Cadets: " You will have a severe problem. Are you ready to cope and is it worth it? There will be many problems with your own cadets."5 The first half of this quote is simple enough to analyze. Of course, there will be many general challenges with introducing a large contingent of foreign midshipmen into a military environment such as 3 Paul LaFond. Memorandum to Loring Hart, 7 May 1976. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 4 Paul LaFond, Memorandum to Loring Hart. 5 Paul LaFond, Memorandum to Loring Hart. 3 VMI, yet it is the second part of this quote that really requires some unpacking. What exactly was the Commandant's intent when he stated, "There will be many problems with your own cadets."6 As mentioned previously VMI's Iranian program was notorious for its struggles to integrate the Iranian Midshipmen into their Corps of Cadets, one aspect of this often overlooked is the initial hostility between American Cadets and the Iranian Midshipmen. Earlier in the memorandum VMI's Commandant is quoted to have stated in subsection 5, Discipline and Control, "At first, the 'Old Cadets' harassed the Iranians, and were hard on them. A period of turbulence resulted," he goes on to articulate his point stating that he "cautions, to watch our martinets that they don't cause trouble and states that this type of cadet is particularly frustrated when working with Iranians."7 Although the wording in certain sections of this memorandum can be somewhat confusing for a twenty-first century perspective to comprehend, the general theme is clear, VMI's Iranian program was plagued with trials and tribulations, many of which remained unresolved at the time of its publication. In spite of this evident adversity, Norwich remained resolved to push forward and succeed where VMI failed. With this in mind one must question why Senior Military Colleges such as Norwich placed such an emphasis on creating relations with Iran? For thousands of years Iran has been a strategic regional power. Throughout antiquity the Persian Empire was one of the world's premier powers, and this prominence continued into the Middle Ages. In the 7th century CE, the nation played a vital role in helping to facilitate the spread of Islam from the Arabian peninsula to Central Asia.8 As time progressed the nation's strategic value only grew. During the age of European Imperialism, Iran held a vital role as a 6 Paul LaFond, Memorandum to Loring Hart. 7 Paul LaFond, Memorandum to Loring Hart. 8 Kathryn Babayan, "The Safavid Synthesis: From Qizilbash Islam to Imamite Shi'ism." Iranian Studies 27, no. 1/4 (1994): 135–61. 4 buffer between the British lion and the Russian bear.9 By 1879, Iran was a colony within the British Empire in all but name. The Iranian government was forced to grant monopolies on everything from "the construction of railways, canals and irrigation system,"10 to control of the nation's banking system.11 Yet the nation's greatest strategic value laid below its surface. In 1908, as oil was beginning to gradually replace coal as the key to industrialization, foreign interest in the country skyrocketed with the Anglo-Iranian Oil Company discovery of black gold beneath the waters of the Persian Gulf.12 Iran entered the Cold War in a very interesting position. Many of its institutions, and much wealth continued to be controlled by foreigners in London and by this point Washington. Understandably this angered many Iranians and many turned to socialist politicians like Egypt's Gamal Abdel Nassar, and in Iran's case Mohammad Mosaddegh. In the general election of 1951 Mosaddegh campaigned on the simple message that Iran must free itself from the British imperial yoke. He would win the Prime Ministership in a landslide, and upon assuming the highest office in the nation he set out to make good on his campaign promise. Symbolically on May Day in 1951, Mosaddegh announced the nationalization of the Anglo-Iranian Oil Company. In October of that year he doubled down, expelling all British subjects from the nation. Yet the Western powers did not take kindly to being forcefully evicted from Iran, especially taking into consideration the ongoing Cold War, the nation's strategic geography, and its valuable resources. Thus, the British Intelligence service (MI6) in conjunction with the Central Intelligence Agency (CIA), began planning for regime change. In August of 1953 Operation Ajax (alternatively known as Operation Boot) successfully ousted the democratically 9 Chris Paine and Erica Schoenberger, "Iranian Nationalism and the Great Powers: 1872-1954." MERIP Reports, no. 37 (1975): 3–28. 10 Paine, "Iranian Nationalism and the Great Powers. 1975. 11 Paine, "Iranian Nationalism and the Great Powers. 1975. 12 Paine, "Iranian Nationalism and the Great Powers. 1975. 5 elected Mosaddegh, and bestowed the on nation's monarch or Shah, Mohammad Reza Pahlavi near absolute power.13 The Shah's Iran played a vital role in the United States' middle eastern policy. As described in his journal article, American–Iranian Alliances: International Education, Modernization, and Human Rights during the Pahlavi Era, Dr. Mathew K. Shannon "The Shah's Iran provided to successive American administrations, with a toe hold in the Persian Gulf region … a bulwark against Soviet expansion… and guaranteed the westward flow of Iranian oil."14 With this in context it is understandable that the United States wished to do everything within its power to strengthen its strategic relationship with Iran. While on one hand this means providing Iran with military funds and equipment, it also means flexing the United States' soft power. The Oxford dictionary defines "soft power" as, "a way of dealing with other countries that involves using economic and cultural influence to persuade them to do things, rather than military power."15 In the 1970s the United States had many of the top universities in the world, as well as one of the most robust and modern educational systems. Thus, it seems only logical that the US utilizes its education system, as a bastion of strength. Dr. Joseph Nye, a well-established political scientist and the former Assistant Secretary of Defense for International Security Affairs is quoted for stating, "The ideas and values that America exports in the minds of more than half a million foreign students who study every year in American universities and return to their home countries, tend to reach elites in power."16 Throughout the Cold War the United States would 13 Moyara de Moraes Ruehsen. "Operation 'Ajax' Revisited: Iran, 1953." Middle Eastern Studies 29, no. 3 (1993): 467–86. 14 Matthew K. Shannon, "American–Iranian Alliances: International Education, Modernization, and Human Rights during the Pahlavi Era" Diplomatic History 39, no. 4, (2015) 661. 15 "Soft Power,"Definition, pictures, pronunciation and usage notes, Oxford Advanced Learner's Dictionary. 16 Carol Atkinson, "Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980–2006" Foreign Policy Analysis 6 no. 1, (310) 2. 6 faithfully follow Dr. Nye's advice to further develop its relationship with the Shah's Iran. The previously mentioned Dr. Mathew Shannon notes the rapid and substantial growth of Iranian students in the United States stating, "The population grew from a mere five hundred in 1950, to upwards of fifty thousand in the late 1970, making them the largest national group of students in the United States."17 The significance of this cannot be understated. Upon graduating from American Universities these students returned to their homeland and played an active role in building the new modern Iran. It was on their shoulders that the "bulwark against Soviet expansion rested." It was the alumni of American universities that ran Iran's state oil company and made the plans for modernizing Iranian industry and infrastructure. These alumni would hold high positions in the nation's civil service, would serve as elected members of Iran's Majlis (Parliament), and crucial to Norwich as officers in the Iranian Military. While Iran benefited from this influx of a highly educated, professional class, the United States was able to stock the Iranian government with those sympathetic to the West. Norwich University first began accepting Iranian Midshipmen in the fall of 1976. President Loring Hart and his administration put a great deal of emphasis on naturalizing the Iranian Midshipmen to the University from the onset. Captain M. Ali Foroughizadeh an Iranian Imperial Navy officer stationed in Arlington, Virginia, would serve as the main point of contact between the University and the Iranian government, for much of the program's existence. The correspondences between Captain Foroughizadeh and President Hart provide unique insight into its early development. The process of integrating Iranian students into the Corps of Cadets and the greater University community did not begin in August with the traditional start of the school year, but rather in June of 1976. As detailed by William F. Beatty, the Executive Assistant to the 17 Shannon, American-Iranian Alliances, 662. 7 President, "Currently fifty-two Iranian midshipmen are undergoing an intensive English, Mathematics and Physical education study program at Norwich in preparation for their enrollment next September as members of the class of 1980."18 Clearly even from the onset of its program Norwich was taking the proactive? steps to fully integrate the Midshipmen firmly into the Corps. Although at times it can become easy to forget, at the end of day Norwich is not merely a remote outpost of the US military but is a university with a long and storied tradition of academic excellence. As such, the importance of academic integration for the Universities Iran students cannot be understated. One of the key takeaways from VMI's tumultuous Iranian program was that failure to integrate the Iranian students in the classroom could have disastrous consequences. Thus, Norwich's faculty and administration made every effort to thoroughly integrate the Iranian students academically into the University. Associate professor Dr. Hollis D. McBride of the Engineering Department described the climate in the classroom stating "Conflicts between Irani and Americans in class have been few." Dr. Hollis does briefly pause his praise to note that the Iranian students seemed more inclined to help each other than their fellow American students, and does advise that having fewer Iranians per class would "reduce their dependence on each other."19 Yet in spite of these challenges Dr. McBride makes it abundantly clear he believes that the presence of the Iranian midshipmen had a profound and positive impact on the education of all students of all nationalities. McBride's praise for the program goes as far as to state, "Never have I seen a class of students work as hard as both Irani and Americans." He goes on to state "I am convinced that the example of the Irani working 18 William F Beatty, Letter to CDR Abghari, 4 November 1976. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 19 Hollis D McBride, Memorandum to Dr. Hart and Dr. Chevalier, 15 July 1977. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 8 overcomes the more usual image of upperclassmen playing to encourage this premier academic effort I have witnessed in my ten years at Norwich."20 Great strides were also taken to properly integrate the Iranian midshipmen socially into the Norwich community. In one of his first memorandums regarding the arrival of Midshipmen, he encourages members of the staff to "host one or two Iranian students for an evening meal to socialize."21 The University also made a significant effort to integrate Iranian and American students within the barracks. The previously mentioned engineering professor, Dr. McBride makes a strong case for integration stating, "An American roommate is a plus, but even more important is an American roommate of the same major."22 The logic behind this is self-evident. Forcing American and Iranian students to live together in close quarters means they are far more likely to develop close cross-cultural bonds, which in turn are "beneficial to both the American and the Iranian."23 Having an American roommate also forced the Iranian Midshipmen to use English on a daily basis and forces them to not to rely solely on their fellow Iranians. Sports and extracurricular activities also played a role in assimilating the midshipmen into the campus community. Many of the Iranian midshipmen played soccer both competitively and recreationally for the school. President Hart remarks upon the Midshipmen in a memorandum he sent to Iranian Admiral Farzaneh regarding the filming of a promotional video stating, "we might arrange a game for the Iranian Cadets on the soccer team." 24 While it is easy to overlook such trivial events as American and Iranian athletes competing together, surely the connections and 20 Hollis McBride, Memorandum to Dr. Hart and Dr. Chevalier. 21 Loring E Hart , Memorandum to Distribution Lists I and II, 15 June 1976. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 22 Hollis McBride, Memorandum to Dr. Hart and Dr. Chevalier. 23 Hollis McBride, Memorandum to Dr. Hart and Dr. Chevalier. 24 Hart, Loring E, Memorandum to Vadm D. Farzaneh, 11 December 1978. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 9 comradery built on the playing field can overcome linguistic and cultural differences and help the Iranian students merge into the student body. Despite these successes, a shadow lurked over the entirety of the program. One with a limited knowledge of world history, might wonder why the program was so short lived if it was clearly so successful The simple answer: revolution. Despite the guise of modernization beneath Iran's surface, discontent was brewing against the Shah and his authoritarian regime. Chief among the dissenters' grievances were not only the brutal human rights violations committed by the secret police (SAVAK), but the perception of American imperialism, and backlash for the increasingly secular nature of Iranian society. By 1978, demonstrations against the Imperial government occurred across all the nation's major cities with riots targeting symbols of the West such as banks, cinemas, and restaurants.25 The nation's Shiite clergy also played a major role in the overthrow of the Imperial regime. With his health failing and the regime crumbling, the Shah and his family were forced to flee in exile in Egypt. Simultaneously the Ayatollah Khomeini, a leader of the Shiite clergy, and an outspoken critic of the government returned from exile just in time for revolutionary forces to capture Tehran.26 Meanwhile back in Northfield, President Hart's administration was doing everything within its power to look after the best interests of the Iranian Midshipmen. Initially it appeared that the situation was under control. As late as November 9th, 1979, the Institute of International Education wrote "Foreign students who are in this country to pursue an and who are lawfully engaged in that pursuit, properly enjoy the protection of the laws which allow them to enter the 25 Said Amir Arjomand, "The Causes and Significance of the Iranian Revolution." State, Culture, and Society 1, no. 3 (1985): 41–66. http://www.jstor.org/stable/20006816. 26 Said Amir, Arjomand,"The Causes and Significance of the Iranian Revolution." 10 country and permit them to remain."27 Five days later University Vice President James Galloway echoed similar sentiments, writing that the state department had advised him that "State and Defense were discussing Iranian students, but were oriented towards those Iranians holding student visas, not members of an organized program. Current guidance was the status quo, and to maintain a low profile."28 Unfortunately this good news would be short lived. November 4, 1979 saw the storming of the American embassy in Tehran and the capture of 52 American hostages, President Carter issued an executive order calling for all the review of all educational visas for Iranian students in the United States.29 The optimism that the program could survive evaporated Almost overnight. Less than a month later Vice President James Galloway was forced to send out a new memo with a far different tone. While the November addition spoke of maintaining the status quo, the updated version stated, "On the basis of official order from the Iranian government or the U.S government, the Norwich Naval Contingent is directed to terminate their school and depart or prepare to depart."30 Throughout the winter of 1980 the campus held its breath bracing for the inevitable. On April 7, this finally occurred when "The State Department severed diplomatic relations with Iran and ordered the deportation of "employees" and "officials of Iran by Friday April 11 at midnight."31 The next day on April 8, a glimmer of false hope set in, with 27 Hughes Jenkins, "Educational Exchange Agencies Urge Care in Coping with Iranian Students in U.S, 9 November 1979. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 28 James V Galloway, Memorandum For Record, 14 November 1979. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 29 Will Tiague, Hostages of the Crisis: Iranian Students in Arkansas, 1979-1981. The Arkansas Quarterly 77, no. 2 (2018): 113-130. 30 Harry A Buckley, Contingency Plan for the Iranian Crisis, 4 December 1979. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 31 Philip R Marsilius, Sequence of Events, 7-14 April 1980. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. 11 the general feeling being that "the Iranian Cadets would be classified as students rather than as officials or employees, and would therefore be permitted to finish the semester."32 However, the next day such hopes would be shattered when the State department reversed its decision and labeled the Midshipmen as Officials of Iran. Two days later on April 10, President Hart briefed the Corps on the unfolding situation. In a testament to the successes of the program when Iranian Midshipmen " c/CPT Kazem Yahyapour bid farewell to the American students on behalf of the Iranians students, he received a standing ovation from the Corps. Faculty, and staff."33 On April 12, 1980 the Iranian program would officially die with the departure of 80 Iranian students and officials. The last communication upon touchdown in Tehran was simple and sober, "We received and are warm and ok."34 The Iranian program was over. Since that infamous date in 1980 the relation between the United States and the Islamic Republic of Iran have only grown worse. Today it would be unimaginable for Midshipmen from Iran to study at an American military college such as Norwich University. Yet only fifty years ago between 1976 and 1979 over 80 Iranian students were fully integrated, academically, socially, and militarily into the Norwich community. Although the program ended in tragedy, in a world where military cooperation continues to grow increasingly important, the story of success remains relevant and worth remembering. 32 Philip R Marsilius, Sequence of Events. 33Philip R Marsilius, Sequence of Events. 34 Philip R Marsilius, Sequence of Events. 12 Bibliography Primary Sources Beatty, William F. Letter to CDR Abghari, 4 November 1976. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. Galloway, James V. Memorandum For Record, 14 November 1979. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. Hart, Loring E. Memorandum to Distribution Lists I and II, 15 June 1976. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. Hart, Loring E. Memorandum to Vadm D. Farzaneh, 11 December 1978. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. LaFond, Paul. Memorandum to Loring Hart, 7 May 1976. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. Marsilius, Philip R, Sequence of Events, 7-14 April 1980. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. McBride, Hollis D. Memorandum to Dr. Hart and Dr. Chevalier, 15 July 1977. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. Jenkins, Hughes. "Educational Exchange Agencies Urge Care in Coping with Iranian Students in U.S, 9 November 1979. President Hart's Files on the Iranian Students, Norwich University Archives, Northfield Vt. Secondary Sources Arjomand, Said Amir. "The Causes and Significance of the Iranian Revolution." State, Culture, and Society 1, no. 3 (1985): 41–66. http://www.jstor.org/stable/20006816. This article provided valuable information about the events of Iran's Islamic Revolution. It discusses the initial protests and the peoples major grievances against the secret police, the west, and the increasing secular nature of society. Babayan, Kathryn. "The Safavid Synthesis: From Qizilbash Islam to Imamite Shi'ism." Iranian Studies 27, no. 1/4 (1994): 135–61. 13 This article provides information on the history of Islam in Iran. Initially it was used to help inllistrate how historically Iran has been very stratiegic, but it also serves to introduce Islam, which would prove to be a very important factor in the 1979 Revolution. Carol Atkinson, "Does Soft Power Matter? A Comparative Analysis of Student Exchange Programs 1980–2006" Foreign Policy Analysis 6 no. 1, (310) 2. This article helps to illustrate the significance of soft power, particularly the use of student exchange programs to project American power across the globe. Clearly this is very relevant to Norwich's Iranian exchange program, and helps to explain its significance and one of its purposes. Bush, George W. "2002 State of the Union ," National Archives and Records Administration (National Archives and Records Administration, January 29, 2002), https://georgewbush-whitehouse.archives.gov/stateoftheunion/2002/. Used in the introduction to help establish the very hostile relationship that that United States currently has with the Islam Republic of Iran. "Iranian Politicians Set Fire to US Flag in Parliament," BBC News (BBC), accessed November 4, 2021, https://www.bbc.com/news/av/world-middle-east-44055625 Used in the introduction to help establish the very hostile relationship that that United States currently has with the Islam Republic of Iran. Shannon, Matthew K. "American–Iranian Alliances: International Education, Modernization, and Human Rights during the Pahlavi Era" Diplomatic History 39, no. 4, (2015) 661. Provides valuable background information into the nature of the Iranian state, and the Iranian education system during the Shah's reign. Key to Norwich, this article mentions exchange programs particularly those with the United States. Moyara de Moraes, Ruehsen. "Operation 'Ajax' Revisited: Iran, 1953." Middle Eastern Studies 29, no. 3 (1993): 467–86. Discussed the Anglo-American coup which overthrew Iran's democratically elected government, and handed the Shah absolute power. Played a vital role in creating the Iranian government which Norwich cooperated with, it is also key to understand the underlying factors behind the 1979 Revolution. Paine, Chris, and Erica Schoenberger. "Iranian Nationalism and the Great Powers: 1872-1954." MERIP Reports, no. 37 (1975): 3–28. Helps to establish the early history of Iran, and its history of Anglo-American domination. 14 "Soft Power,"Definition, pictures, pronunciation and usage notes, Oxford Advanced Learner's Dictionary. Provides a definition for soft power, to help illustrate its significance to the United States particularly in a strategic ally such as the Shah's Iran. Tiague, Will. Hostages of the Crisis: Iranian Students in Arkansas, 1979-1981. The Arkansas Quarterly 77, no. 2 (2018): 113-130. Provides context for the Iranian hostage crisis, President Carter's reaction, and the effects that it had on the vast number of Iranian students studying in the United States. Yarbrough, Tinsley E. Federal Alienage Doctrine and the Iranian Student Litigation. Human Rights Quarterly 4, no. 2 (1982): 243–60. Discusses the legal issues facing Iranian students facing deportation in the United States following the Islamic Revolution.

Foreword by Lynne Healy -- Introduction: Signature Pedagogy -- A Practice Laboratory of Social Work Education / Rajendra Baikady, Varoshini Nadesan, Sajid S.M. and M. Rezaul Islam -- Part I: Transforming Practice Teaching: Perspectives from Asia and the Pacific -- Chapter 1: Reclaiming a Macro Lens, Recasting Multilevel Practice: Social Work Field Education in Hong Kong / Andrew Pau Hoang, Lo Kai Chung and Lucy Porter Jordan -- Chapter 2: Developing Healthcare Social Work Curriculum and Arranging Field Work Education in China -- Johnston H. C. Wong -- Chapter 3: Fieldwork Education in Social Work as One Way of Building Bridges Between China and Europe -- Staffan Höjer, Honglin Chen, Juha Hämäläinen, Jie Lei, Steven M Shardlow, Zhao Fang -- Chapter 4: Fieldwork Education in Social Work: Perspectives of Vietnamese Social Work Students -- Huong / T Hoang and Hang T Dao -- Part II: Strengthening Field Education in Social Work: The North and South American Experience -- Chapter 5: Adopting a Trauma-Informed Perspective in the Field Practicum: Current Realities and Future Challenges -- Carolyn Knight -- Chapter 6: Social Work Field Education in the United States -- Carole Cox and Jan Miner -- Chapter 7: It's Time to Deconstruct the Problematic Attitude of 'Fieldwork' of 'Global North'! -- Shweta Singh -- Chapter 8: Social Work Field Education in Canada -- Marion Bogo and Karen M. Sewell -- Chapter 9: Integrated and Holistic Education for Social Work: The Special Place of Field Education -- Naomi B. Farber, Mariah Moran and Steven Wahle -- Chapter 10: When the Going Gets Tough: Case Studies of Challenge and Innovation in Canadian Field Education -- Brenda Morris, Sarah Todd and Alicia Kalmanovitch -- Part III: Current Realities of Social Work Field Education in Australia and Oceania -- Chapter 11: Social Work Field Education in Australia: Concepts, Challenges and 21st Century Concerns -- Helen Cleak -- Chapter 12: 'Getting Used to the First Nation Person in the Room': A Discussion on Field Practice in Australia -- Kiel Hennessey, Steven Keed, Rachael Howard, Bindi Bennett, Phillip Pallas, Kylie Agllias -- Chapter 13: Aotearoa New Zealand Field Education Practice -- Kathryn Hay, Dominic Chilvers andJane Maidment -- Chapter 14: Understanding Simulated Learning and its Relationship to Field Education -- Jennifer Boddy, Lise Johns, Christian Frost, Mark Lynch andFiona Stevens -- Chapter 15: Social Work Field Education in Australia: Issues and Trends -- Kylie Agllias and Leanne Schubert -- Part IV: Social Work Field Education in Europe -- Chapter 16: 'She Subjected Me to Pressure from Everybody in the Team': Aligning Black African Students' Experiences of Field Education with Social Workers' Motivations for Becoming Practice Educators in England -- Prospera Tedam and Irine Mano -- Chapter 17: Teaching Field Social Work: Views from Ukrainian Academia -- Tetyana Semigina -- Chapter 18: Professional Placements in Social Work Training in Southern Spain: A Comparison with Other Social Sciences -- Roser Manzanera Ruiz and Maria del Valle Medina Rodriguez -- Chapter 19: Estonian Undergraduate Social Work Students' Reflections on the Field Placement: Challenges for the Novice Social Workers -- Karmen Toros, Kersti Kriisk and Anne Tiko -- Chapter 20: Field Work Education in Social Work in Italy -- Annamaria Campanini, Marilena Dellavalle and Giovanni Cellini -- Chapter 21: A Critical Review of Practice Education in England -- Graham Ixer, Mary Baginsky and Jill Manthorpe -- Chapter 22: Hearing the Student Voice: An Evaluation of Students' Experiences and Learning in Fieldwork Education in University College Dublin, Ireland -- Elaine Wilson and Niamh Flanagan -- Chapter 23: Fieldwork in Social Work Education in Slovenia: Needs, Challenges and Possible Solutions -- Liljana Rihter and Tamara Rape Žiberna -- Chapter 24: Prior to Embarking on First Fieldwork Education Exposure: Preparing Social Work Students Through Five Experiential Learning Activities -- Elena Cabiati and Fabio Folgheraiter -- Chapter 25: Reflexivity Development Demonstrated in Examples of Field Placements of Social Work Students -- Navrátil Pavel and Navrátilová Jitka -- Chapter 26: Experiences on Social Work Field Work Education in Romania -- Béla Szabó, Ágnes Dávid-Kacsó and Éva László -- Chapter 27: Reflexivity as a Pivotal Component of Fieldwork in Social Work Education -- Jarosław Przeperski and Małgorzata Ciczkowska-Giedziun -- Chapter 28: Unconventional Practice Placements: Creativity, Partnership and New Professional Opportunities in an Italian Experience of Social Work Field Education -- M.L. Raineri, F. Corradini. C. Landi, P. Limongelli -- Chapter 29: Construction and Evaluation of Knowledge in Social Work from the Evidence of Professional Internships in Spain -- Enrique Pastor Seller -- Chapter 30: Character Strengths and Virtues for Competent Fieldwork Education: Perspectives of Undergraduate Students from Two University Departments of Social Work in Greece -- Eleni Papouli, Sevaste Chatzifotiou and Charalampos Tsairidis -- Chapter 31: Supervision about Culture and Culture in Supervision: International Field Placement -- Gurid Aga Askeland and Elsa Døhlie -- Chapter 32: Resilience Enhancement in Social Work Field Education -- Monika Punová -- Chapter 33: Social Work Field Instruction in Turkey: Challenges, Problems and Based Implications -- Cemre Bolgün and Buğra Yildirim -- Part V: Social Work Field Education under Covid-19 -- Chapter 34: The Self-directed Practicum: An Innovative Response to COVID-19 and a Crisis in Field Education -- Beth Archer-Kuhn, Angela Judge-Stasiak, Lorraine Letkemann, Jennifer Hewson and Jessica Ayala -- Chapter 35: Covid-19 Pandemic: A Threat or an Opportunity to Fieldwork Education in England? -- Paula Beesley -- Chapter 36: Performance of Volunteering and Work Duties during the Pandemic of Covid-19 in the Czech Republic: Lived Experience of Social Work Students -- Marie Špiláčková, Kateřina Glumbíková, Veronika Zegzulková, Iva Tichá and Pavlína Rabasová -- Conclusion: Technological Advancement and Changing Landscape of Social Work Practice -- Challenges Ahead of Next-Generation Practitioners -- Rajendra Baikady, Varoshini Nadesan, Sajid S.M. and M. Rezaul Islam.

Zugang zum Internetportal des "Krankenhaus-Report" mit allen Abbildungen und Tabellen sowie Zusatzmaterial unter Berücksichtigung des Copyrights. - Literaturangaben - TEIL I Schwerpunktthema: Versorgungszentren - Kapitel 1 Zentrierte Versorgung - Ziele und Optionen - Günter Neubauer und Christof Minartz - 1.1 Problemstellung - 1.2 Theoretische Erklärungsansätze - 1.2.1 Economies of Scale - 1.2.2 Spezialisierung und Qualität - 1.2.3 Reduktion der Transaktionskosten - 1.3 Ausprägungsformen der zentrierten Versorgung - 1.3.1 Veränderte gesetzliche Rahmenbedingungen - 1.3.2 Zentrumsbildung in einem Betrieb - 1.3.3 Versorgungszentrierung in einer Unternehmensgruppe - 1.3.4 (Sektorübergreifende) Versorgungszentrierung in einer Region - 1.4 Weiterentwicklung - 1.5 Europäische Perspektive - 1.6 Literatur - Kapitel 2 Zentrenbildung in Deutschland - eine Bestandsaufnahme auf Basis der - Qualitätsberichte - Bettina Gerste - 2.1 Hintergrund und Ziel - 2.2 Qualitätsberichte als Datengrundlage - 2.3 Empirische Analyse der Zentrenbildung - 2.4 Fazit - 2.5 Literatur - Kapitel 3 Eine empirische Analyse der MVZ am Krankenhaus - Leonhard Hansen - 3.1 Einleitung - 3.2 Entwicklung der Medizinischen Versorgungszentren 2004 bis 2008 - 3.2.1 Anzahl und Rechtsform - 3.2.2 In MVZ tätige Ärzte und vertretene Fachgruppen - 3.2.3 Räumliche Verbreitung der MVZ - 3.3 Medizinische Versorgungszentren mit Krankenhausbeteiligung - 3.3.1 Anzahl und Rechtsform - 3.3.2 In MVZ mit Krankenhausbeteiligung tätige Ärzte und vertretene Fachgruppen - 3.3.3 Räumliche Verbreitung der MVZ mit Krankenhausbeteiligung - 3.4 Fazit - 3.5 Literatur - Kapitel 4 Ausländische Erfahrungen mit ambulanten Leistungen am Krankenhaus - Reinhard Busse und Markus Wörz - 4.1 Einleitung - 4.2 Typen von Gesundheitssystemen - 4.3 Ambulantes Operieren im internationalen Vergleich - 4.4 Gegebenheiten und Entwicklungstrends in ausgewählten Ländern - 4.4.1 Österreich - 4.4.2 England - 4.5 Schlussfolgerungen für Deutschland - 4.6 Literatur - Kapitel 5 Zentrenbildung im Krankenhaus - ein ungesteuerter Großversuch - Uwe Deh und Ralf Dralle - 5.1 Überblick - 5.2 Medizinisch-inhaltliches vs. vergütungsrechtlich-allokatives Primat - Das Henne-Ei-Problem der Zentrenbildung - 5.3 Medizinisch-inhaltliche Zentrenbildung - Versorgungspolitischer Aspekt - 5.4 Vergütungsrechtliche Zentrenbildung - ökonomischer Aspekt - 5.5 Der versorgungspolitische Aspekt als inhaltliche Füllung für die leere Hülle des Vergütungstatbestandes - ein Ausweg für die Zentrumsbildung - 5.6 Fazit - Kapitel 6 Zentrierte Versorgungsformen als Antwort auf die Bevölkerungsentwicklung - Matthias Schäg, Markus Herrmann, Andreas Klement, Thomas Lichte und Bernt-Peter Robra - 6.1 Einführung - 6.2 Regionale Versorgungszentren in Regionen mit drohender Unterversorgung - 6.3 Personalentwicklung durch ein regionales MVZ - 6.4 Mobile medizinische Teams - 6.5 Möglichkeiten für die Krankenhäuser einschließlich der Universitätsklinika - 6.6 Ausblick - 6.7 Literatur - Kapitel 7 Zentrenbildung zur Verbesserung von Qualität und Effizienz - Evidenz am Beispiel der Universitätsklinik Köln - Ludwig Kuntz und Michael Wittland - 7.1 Einleitung - 7.2 Das Zentrum als Organisationsform der Wahl - 7.2.1 Zentrenstrukturen an Universitätskliniken und Krankenhäusern - 7.2.2 Potenziale der Zentrenbildung - 7.3 Zentrenbildung an der Universitätsklinik Köln - 7.3.1 Ziele - 7.3.2 Erfahrungen - 7.4 Diskussion - 7.5 Fazit - 7.6 Literatur - Kapitel 8 Psychosoziale Interaktionsqualität aus Patientenperspektive in den NRW-Brustzentren - Petra Steffen, Oliver Ommen, Nicole Ernstmann und Holger Pfaff - 8.1 Einleitung - 8.2 Methode - 8.2.1 Stichprobe - 8.2.2 Messinstrument - 8.2.3 Analysen - 8.3 Ergebnisse - 8.4 Diskussion - 8.5 Implikationen und weiterer Forschungsbedarf - 8.6 Literatur - Kapitel 9 Die Bildung von Versorgungszentren und Leistungsnetzen im Praxistest am Beispiel der Rhön-Klinikum AG - Wolfgang Pföhler - 9.1 Der Ansatz der Rhön-Klinikum AG als privatem Gesundheitsdienstleister - 9.2 Die Bedeutung von Informations- und Kommunikationstechnologien für die - standortübergreifende Zusammenarbeit von Krankenhäusern - 9.3 Die Bildung von Kompetenzzentren und Netzwerken am Beispiel onkologischer - Behandlungen - 9.4 Beispiele für die konzerninterne und trägerübergreifende Vernetzung von - Kliniken - 9.5 Schlussfolgerungen und Zusammenfassung - TEIL II Zur Diskussion - Kapitel 10 Wirtschaftliche Steuerung von Krankenhäusern in Zeiten der G-DRGs - Markus Lüngen, Christina Hochhuth und Christian Ernst - 10.1 Hintergrund - 10.2 Zielsetzung und Methode - 10.3 Instrumente der wirtschaftlichen Steuerung im stationären Bereich - 10.3.1 Kostenträgerrechnung - 10.3.2 Prozesskostenrechnung - 10.3.3 Behandlungspfade (Clinical Pathways) - 10.3.4 Balanced Scorecard - SWOT- Analyse (Strengths, Weaknesses, Opportunities, Threats)/ - 10.3.5 Portfolioanalyse - 10.4 Kritik/Diskussion - 10.5 Literatur - Kapitel 11 Neue Wege der Krankenhausfinanzierung - leistungsbezogene Investitionsförderung in NRW - Arndt Winterer - 11.1 Einleitung - 11.2 Bisherige Investitionsförderung der Krankenhäuser in Nordrhein-Westfalen - 11.3 Wesentliche Kritikpunkte am Status Quo - 11.4 Eckwerte des neuen Ordnungs- und Finanzierungsrahmens - 11.5 Flexible Verwendung und verwaltungsarmes Verfahren für die Baupauschale - 11.6 Die Baupauschale in der Diskussion - 11.7 Erste Zwischenbilanz - 11.8 Literatur - Kapitel 12 Patientenwege ins Krankenhaus: Räumliche Mobilität bei Elektiv- und Notfallleistungen am Beispiel von Hüftendoprothesen - Jörg Friedrich und Andreas Beivers - 12.1 Ausgangslage: Sicherstellung der flächendeckenden Versorgung bei zunehmender Patientensouveränität - 12.2 Zielsetzung: Empirische Validierung der Patientenwege - 12.3 Untersuchungsmethodik - 12.3.1 Datengrundlage - 12.3.2 Geokodierung der Krankenhausstandorte - 12.3.3 Geokodierung der Patientenwohnorte - 12.3.4 Distanzmessung - 12.3.5 Bestandsaufnahme: Patientenwege in Deutschland - 12.4 Empirische Detailuntersuchungen am Beispiel der Hüftoperationen - 12.4.1 Auswahl der untersuchten Leistung und Identifikation der Erbringer - 12.4.2 Patientenwege bei Notfällen und elektiven Leistungen im Vergleich - 12.4.3 Wohnortnächste Versorgung und Zusatzdistanz - 12.4.4 Patientenwege und Alter - 12.4.5. Patientenwege und Siedlungsstruktur - 12.4.5.1 Nach siedlungsstrukturellen Kreistypen - 12.4.5.2 Nach den Regionstypen des BBR - 12.4.6 Krankenhauswahl wandernder Patienten - 12.4.7 Krankenhauswahl bei wohnortnächster Versorgung - 12.5 Fazit - 12.6 Literatur - Kapitel 13 Auswirkungen der Einführung von Mindestmengen in der Behandlung von sehr untergewichtigen Früh- und Neugeborenen (VLBWs) - Eine Simulation mit Echtdaten - Günther Heller - 13.1 Einführung - 13.2 Material und Methoden - 13.3 Ergebnisse - 13.4 Diskussion - 13.5 Zusammenfassung - 13.6 Literatur - TEIL III Krankenhauspolitische Chronik - Kapitel 14 Krankenhauspolitische Chronik - Jutta Visarius und Andreas Lehr - TEIL IV Daten und Analysen - Kapitel 15 Die Krankenhausbudgets 2005 bis 2007 unter dem Einfluss der Konvergenz - Gregor Leclerque und Jörg Friedrich - 15.1 Einführung - 15.2 Auswirkungen der Konvergenz auf die Krankenhausbudgets - 15.2.1 Gewinner und Verlierer - 15.2.2 Abstand zum LBFW - 15.2.3 Annäherung an den LBFW - 15.3 Allgemeine Budgetentwicklung - 15.3.1 Budget aus DRGs, sonstigen Entgelten und Zusatzentgelten - 15.3.2 Budgetverteilung - 15.4 Entwicklung der Basisfallwerte - 15.5 Fazit - 15.6 Literatur - Kapitel 16 Statistische Krankenhausdaten: Grund- und Kostendaten der Krankenhäuser 2006 - Ute Bölt - 16.1 Vorbemerkung - 16.2 Kennzahlen der Krankenhäuser - 16.3 Die Ressourcen der Krankenhäuser - 16.3.1 Sachliche Ausstattung - 16.3.2 Angebot nach Fachabteilungen - 16.3.3 Personal der Krankenhäuser - 16.4 Die Inanspruchnahme von Krankenhausleistungen - 16.4.1 Vollstationäre Behandlungen - 16.4.2 Teil-, vor- und nachstationäre Behandlungen. - 16.4.3 Ambulante Operationen - 16.5 Psychiatrische Krankenhäuser - 16.6 Kosten der Krankenhäuser - Kapitel 17 Statistische Krankenhausdaten: Diagnosedaten der Krankenhauspatienten 2006 - Torsten Schelhase - 17.1 Vorbemerkung - 17.2 Kennzahlen der Krankenhauspatienten - 17.3 Strukturdaten der Krankenhauspatienten - 17.3.1 Alters- und Geschlechtsstruktur der Patienten - 17.3.2 Verweildauer der Patienten - 17.3.3 Regionale Verteilung der Patienten - 17.4 Struktur der Hauptdiagnosen der Krankenhauspatienten - 17.4.1 Diagnosen der Patienten - 17.4.2 Diagnosen nach Alter und Geschlecht - 17.4.3 Verweildauer bei bestimmten Diagnosen - 17.4.4 Regionale Verteilung der Diagnosen - 17.5 Entwicklung ausgewählter Diagnosen 2001 bis 2006 - 17.6 Ausblick - Kapitel 18 Fallzahlbezogene Krankenhausstatistik: Diagnosen und Prozeduren der Patienten auf Basis des § 21 Krankenhausentgeltgesetz - Jutta Spindler - 18.1 Vorbemerkung - 18.2 Erläuterungen zur Datenbasis - 18.3 Eckdaten der vollstationär behandelten Krankenhauspatientinnen und -patienten - 18.4 Ausgewählte Hauptdiagnosen mit den wichtigsten Nebendiagnosen der Behandelten - 18.5 Operationen und medizinische Prozeduren - 18.6 Behandlungsspektrum bei den Patientinnen und Patienten in den Fachabteilungen - Kapitel 19 Statistische Krankenhausdaten: Grund- und Diagnosedaten der Vorsorge- oder Rehabilitationseinrichtungen 2006 - Thomas Graf - 19.1 Vorbemerkung - 19.2 Kennzahlen der Vorsorge- oder Rehabilitationseinrichtungen - 19.3 Das Angebot von Vorsorge- oder Rehabilitationseinrichtungen - 19.3.1 Sachliche Ausstattung - 19.3.2 Personelle Ausstattung - 19.3.3 Fachlich-medizinische Ausstattung - 19.4 Die Inanspruchnahme von Leistungen der Vorsorge- oder Rehabilitationseinrichtungen - 19.4.1 Vollstationäre Behandlungen (Grunddaten) - 19.4.2 Diagnosedaten der Patienten in Vorsorge- oder Rehabilitationseinrichtungen mit mehr als 100 Betten - TEIL V Krankenhaus-Directory - Kapitel 20 Krankenhaus-Directory 2007: DRG-Krankenhäuser im dritten Jahr der - Budgetkonvergenz

1. Prologue. About the title of the book. Risks of writing this book. The title revisited. What has gravity got to do with this book? One-handed scientist. Information cornucopia. Will the Y chromosome decay and take men with it? A goal of this book. Inside this book. Best use of this book -- 2. A primer on genetics. Living things. Tinkering using technology. Survival of the fittest. How genetics changed the course of history. Timeline of genetics -- 3. Sex, a primal instinct. The primal instinct for sex. Emperor penguins. Salmons. Pacific grunions. Other aspects of sex. Sex reigns, birds and bees do it, but why? Models of co-evolution. The deleterious mutation hypothesis. The Red Queen hypothesis. Computer simulations. Supporting evidence. Scandal without sex. Selfish genes. Selfishly altruistic kin selection -- 4. Mating dance. Basic instinct. Scents of love. Cupid's chemicals. Mating dance. Of man and ape. Sexual matrimony and polyamory. And less love. Tug of war, In Utero. Back into the past and future -- 5. Quest for perfection. Beauty lies in the eyes of the beholder. Ancient definition of perfection. Search for the perfect face. Search for hour-glass figure. The myth of beauty. The cute factor. No choice for baby. Selective paternal reproduction. The founding of Rome. Selective maternal reproduction. Eugenics. First stage. Second stage. Third stage. Fourth stage -- 6. Invisible hand in the human body shop. The human life cycle. The reproductive cycle. Sex hormones. Inside the womb. Birth defects. The invisible hand in human body commerce. From alchemy to algeny. In vitro fertilization. IVF the Aussie style. The business of in vitro fertilization. IVF children. Donor insemination. DI half-siblings. Hello Dolly, good-bye Dolly -- 7. Clonology. Parthenogenesis, virgin birth. Cloning. Clonology. Cloning Hollywood style. The celebrated Dolly, but second to computer chips. Clones of clones of a clone. Jerky bulls and Yang cows. Second chance, clone of the oldest bull. Artificial monkey twins. Clone of a clone - more bulls. Cloned piglets. Reversing aging. Other notable cloning efforts. Jurassic amusement park? More calves and piglets. More endangered species cloned. Multi-legged bio-x. Multi-legged bio-reactors. Multi-legged bio-facturers. Nature versus nano. Multi-legged bio-models. Multi-legged bio-factories -- 8. Petory and biofactory. PerPETually yours. K-9 cloning. Snuppy. Dupli-cat. Cc: genetic anomaly. Commercial grade pet cloning. Cloning rabbitly. A stubborn clone. Cloned equine twin of surrogate mother. Ethically yours. Odd-inarily yours -- 9. Cloning techniques. Twins, twice the fun. Nonidentical twins - siblings of the same age. Identical twins - natural clones. Mirror image and conjoined twins. Interest in twins. Identical twins are more identical than clones. En route to commercialization. Artificial twinning technique. Nuclear transfer technique. The Roslin technique. The Honolulu technique. The chromatin transfer technique. Twinning Roslin in Honolulu. Honolulu versus Dolly. First male clone -- 10. Reproductive human cloning. Super clones? Tinkering with conception. Natural birth versus cloning. Hardware and software of sexual reproduction. Hardware and software of cloning. Physiology of human cloning. Key human cloning mavericks. Richard Seed. Claude Vorilhon and Brigitte Boisselier. Severino Antinori. Panayiotis Zavos. Avi Ben-Abraham. Human embryo "clones". Clone abortion. Why hybrid? The "clone" stork, real or Rael? -- 11. The alchemy of stem cells. Organ transplant. Growing human organs? Stem cell. Derivation of stem cells. Banking embryonic and fetal parts. Lifeline - cord blood. Multipotent adult stem cells. Stem cells from fat. Medical uses of stem cells. Stem cell gold mines. Growing breast from a stem cell. Regenerative medicine. Why regenerative medicine? Regenerative medicine and stem cell research. Regeneration, stem cells and aging. Master cells and master genes -- 12. Stem cell entities. Stem cell nations. Sweden. United Kingdom. Australia. Singapore. Israel. Japan. India. China. Korea. United States. Case study: Harvard Stem Cell Institute. Case study: California Institute of Regenerative Medicine. East versus West. A shenanigans of scandalous proportion. The rise to international stardom. The fall from grace. The repercussions. How did it happen? The way to the top. The way to demise. The bits and pieces. The characters: accomplices and foes. Hwang versus Raelians. Synopsis of the dogged reports -- 13. Legal and ethical issues. How? What? Why? Therapeutic and reproductive cloning. Secret projects. Stigma of cloning. Ten AD (after Dolly). Cloning as an assisted reproductive technology. All is fine unless you are the clone. Where science meets the public. Issues with human cloning. Cloning as reprotech. Ethical issues with cloning. My father is my twin. Can a clone run for U.S. Presidency? The genie is out of the bottle. In vitro fertilization debate. Reproductive cloning dé jàvu. Overcoming legal and ethical impasse. Private funding. Model organisms. Vertebrates. Invertebrates. Plants. Microorganisms. Circumventing ethical impasse. Message in a bottle from the future. To clone or not to clone? Why? Why not! Clone the law -- 14. At the crossroad. Relatively and genetically speaking. Divinity versus greed. The invisible hand. Fictitious commodities. Tapping into human resources. Mendel and Darwin. The invisible body. Sexual reproduction versus cloning -- Excellent references -- Food for thoughts.