Suchergebnisse

Inhaltsverzeichnis -- Abkürzungsverzeichnis -- Vorwort -- Kapitel 1 Die Aachener Learning Community -- Kapitel 2 Vollständige Medikationsübersicht -- Kapitel 3 Mündiger Patient -- Kapitel 4 Individualisierte Medikation -- Kapitel 5 Die Bedeutung von Rabattverträgen für die AMTS -- Kapitel 6 Infrastrukturen der Zusammenarbeit von Arzt, Apotheker und Patient -- Kapitel 7 Ein Beschreibungs- und Bewertungsrahmen für AMTS-Vernetzungsprojekte -- Literaturverzeichnis -- Glossar

"This is a visionary, consciousness-raising book that asks us to rethink the purposes and design of study away and study abroad experiences in the context of a broadened set of global threats, including climate disruption, soaring inequality, ecosystem breakdown, the dying off of distinct languages and cultural communities, and the threat of a nuclear catastrophe. As we ask students to truly comprehend this world from the privileged perspective of the global North, Rich Slimbach asks us to consider two fundamental questions: What and how should we learn? And having learned, for what should we use what we know? A panoply of pedagogies and methods of inquiry - from study away/abroad and service-based learning to diversity programming, environmental education, and community-based research - aim to develop students who both understand the challenges faced by global communities and act in ways that advance their social and environmental health. What temperaments, social habits, and intellectual abilities will they need to help heal their corner of creation? And what pedagogical perspectives, principles, and procedures can best support them in this creative challenge? Rich Slimbach argues that transforming student consciousness and life choices requires a global learning curriculum that integrates multi-disciplinary inquiry into the structural causes of problems that riddle the common good, along with mechanisms that bid students to cross borders, to pay attention, and to listen to those unlike themselves. At its heart, this book proposes a truly transformative approach to community-engaged global learning"--

How do firms jointly develop open information infrastructures? To answer this question, this book draws on the results of a longitudinal research project covering the development of the pharmaceutical distribution industry in China from 2004 to 2012, focusing on the emergence and subsequent evolution of industry-wide information infrastructures. How do firms delimit areas of proprietary innovation in open innovation projects? How do firms coordinate, initiate, negotiate and implement the development of innovative infrastructures? How do processes and practices within firms enable and constrain such collective efforts? - This book provides answers to these questions and draws conclusions regarding the challenges and new capabilities that firms will need in a world in which participation in the building of open information infrastructures becomes a necessary task for commercial organizations.

Many of the titles on active/experiential learning concepts are focused on the K-12 setting. They are often how-to books, rather than theory-based. Learning-in-Community extends Kolb's experiential learning theory to community-based projects. It takes a conceptually-grounded approach to active learning through technology-based projects. The book traces the conceptual and operational development of learning-in-community over the decade that we have used it in our teaching. It concludes by outlining a logical next step in efforts to democratize technology: social activism. Training the new ICT professional at a time of significant inequality in access to ICTs would be seriously inadequate if it ignored social responsibility. This book is intended for faculty of undergraduate and graduate-level courses in information technology, business and management

Community development is often shaped by purely economic and political considerations, but it can also function as a process of education that expresses the perceptions of people and enhances their control of their society. Drawing on his experiences of economic models of development in Africa and Canada, Hayden Roberts design a practice theory of development that emerges from, and responds to, the needs of the community itself. His analysis emphasizes the political nature of the process and the central role of adult education in achieving the goals of a given community. His theory, in brief, is that affected people are more capable than outsider of perceiving and assessing the conditions of their lives, and that, with appropriate inspiration and guidance they can plan and act to change these conditions for the better. Theories of learning, communication, intergroup and interpersonal behaviour, organization, economic development, and political change are all utilized towards the formulation of a comprehensive theory and practical approach to community development planning. Roberts advances a people-oriented approach to development that draws its models from various disciplines and takes into account the local social, economic, and material needs of the community as well as the native abilities of the people concerned. His conclusions are equally relevant to third world societies and to minority groups or sub-cultures in industrialized societies, and they are presented with remarkable clarity and consciousness. He sifts through a maze of theories and emerges with a plausible theory of community development that is backed a every stage by the lessons of practical experience. The broadly based and humane work will interest all concerned with the process of community development, from planning to action