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Das Buch f�hrt in eine neue Handlungs- und Forschungsmethode der Sozialen Arbeit, speziell der Altenbildung ein: Der dialogischen Verarbeitung und fotografischen Dokumentation biografischer Erfahrungen im zeitgeschichtlichen Kontext. Dazu werden im ersten Teil die pragmatischen Grundlagen des dialogischen Fotointerviews erl�utert und im zweiten Teil zehn exemplarische Zeitzeugen-Interviews vorgestellt, die dann im dritten Teil theoretisch verallgemeinert werden. Insofern ist das Buch auch ein Beitrag zur Vermittlung zwischen Profession und Disziplin auf Grundlage der ?Grounded Theory?.
This book presents a thorough and critical review of current �knowledge about �the age of onset of mental disorders. The opening chapters offer information about the impact of the age of onset on the clinical picture, course, and outcome of physical illnesses, and about �the neurobiological implications and correlates of different ages of onset. The impact and correlates of the ages of onset of all the most important mental disorders are then discussed in detail by internationally renowned scientists. The background to the book is the recognition that a better understanding of age of onset makes it possible to estimate the lifetime risk of disorders, helps to elucidate pathogenesis, and facilitates efficient, targeted clinical management. The book will be of value for clinicians, mental health professionals, mental health researchers, epidemiologists, and different stakeholders in the mental health field.
The dangerous decline in vaccinations in many developed countries is at the heart of a lively debate that confirms how important the subject is today. Vaccinations are among mankind?s most important scientific discoveries, yet they continue to be viewed with suspicion by part of the public ? the victims of disinformation campaigns, instrumentalization and unfounded fears. There is, however, also an evolutionary explanation for these irrational beliefs, and countering the growing social opposition will be extremely difficult without grasping it.
This book, which sheds new light on the safety and importance of vaccinations, is intended both for parents and those readers who want to understand the role of vaccinations in contemporary society, where the ease of access to knowledge is both a great opportunity and a great responsibility. The chapters follow a historical progression and conclude with a discussion of the most recent cognitive theories on how to overcome this opposition to vaccinations.
Behavioral and Social Science in Medicine: Principles and Practice of Biopsychosocial Care provides state of the art reviews of the critical topic areas in undergraduate medical education identified in the 2004 Institute of Medicine (IOM) report, ?Improving Medical Education: Enhancing the Behavioral and Social Sciences Content of Medical School Curricula.? The text is supplemented by web-enhanced learning materials including linked case studies, PDA materials, a study guide, and other online supplementary materials designed to actively engage learners while allowing for adaptations to learner and/or program needs. Although this text meets essential specific knowledge objectives in multiple domains, it emphasizes a core biopsychosocial approach across all content domains. The text focuses on helping learners develop the skills necessary to integrate complex interacting health-related variables across multiple frames of reference. The textbook addresses each of the six IOM domains: 1) Mind-body interactions in health and disease ? focuses on the four primary pathways of disease (biological, behavioral, psychological, and social). Students need to recognize and understand the many complex interactions among these pathways that may be compromising a patient?s physical and/or mental health. 2) Patient behavior ? centers on behavioral pathways to promoting health and preventing disease. Educating medical students about behaviors that pose a risk to health will better equip them to provide appropriate interventions and influence patient behavior. 3) Physician role and behavior ? emphasizes the physician?s personal background and beliefs as they may affect patient care, as well as the physician?s own well-being. 4) Physician-patient interactions ? focuses on the ability to communicate effectively, which, as noted above, is a critical component of medical practice. 5) Social and cultural issues in health care ? addresses what physicians need to know and do to provide appropriate care to patients with differing social, cultural, and economic backgrounds. 6) Health policy and economics ? includes those topics to which medical students should be exposed to help them understand the health care system in which they will eventually practice. Currently, many medical educators are required to piece together readings and other teaching materials to satisfy the Liaison Committee on Medical Education (LCME) requirements for behavioral and social science content in medical education. This volume is designed to satisfy LCME content requirements with the latest evidence-based materials in the social and behavioral sciences.
This book takes a fresh approach to using educational tools to solve profound problems in societies. The authors bring perspectives from curriculum studies, mathematics education, environmental education, and Indigenous epistemologies to a new consideration of ?geometries to think with?. These tools reveal the wealth of resources and interrelationships in our world that have the potential to reconfigure and revitalize education. The transdisciplinary nature of the chapters and authors emphasizes the need for thinking beyond boundaries, while respecting the wisdom inherent in intellectual disciplines and traditions.
Wie ver�ndert sich in einer digitalisierten Welt unser Verst�ndnis von Erkenntnis, Kommunikation und Kultur? Welche Auswirkungen hat die digitale Matrix auf das Zusammenspiel von Mensch, Natur und Technik in einer globalisierten Welt? Was wird aus dem menschlichen K�rper und wie gehen wir mit unseren neuen Mediens�chten um?
Mit diesen und �hnlichen Fragen setzen sich die in dem Band versammelten Aufs�tze auseinander. Der Autor orientiert sich dabei an der pragmatistischen Perspektive einer nachhaltigen Medienkultur. Eine solche Kultur w�rde sich nicht mehr durch die systemischen Vorgaben eines technischen Leitmediums bestimmen lassen. Sie �bern�hme die demokratische Verantwortung f�r eine �kologische Medienbalance stattdessen selbst.
This book examines the increasing popularity of online citizen science projects arising from developments in ICT and rapid improvements in data storage and generation. As these new technologies allow for much higher levels of participation, collaboration and interaction, the author explores what online citizen science projects reveal about the ?democratisation? of science and distributed engagement with authentic research. Analysing the wider appeal of these projects as well as their potential for informal science learning and creating communities of practice, this book asks whether ?citizen? and ?researcher? will ever be on equal footing. Drawn from years of mixed-methods research, this volume sheds light on this under-researched subject area despite its recent growth and enormous potential. It is sure to be of interest to students and scholars of democratised knowledge, citizen science and online learning, as well as those already involved in citizen science.
This book examines the complex relationship between working-class masculinities and educational success. Drawing on a small sample of young men attending either a selective grammar or a secondary school in the same urban area of Belfast, the author demonstrates that contrary to popular belief, some working-class boys are engaged with education, are motivated to succeed and have high aspirations. However, the structures of schooling in a society where working class-ness is seen as feckless, tasteless and cultureless make the processes of becoming successful more challenging than they need to be. This volume reveals the unique processes of reconciling success and identities for individual working-class boys, and the important role schools have to play in this negotiation. Highly relevant to those engaged in teacher training in socially unequal societies, this book will also appeal to practitioners, sociologists of education, scholars of social justice and Bourdieusian theorists.
This book provides a unique perspective into the world of supplementary schooling, exploring both the social positioning of these schools and the ethnic minority communities they serve.� The author presents a close examination of the establishment and functioning of supplementary schools which offers a fresh and novel insight into acculturation processes.� Drawing on empirical data gathered from staff interviews, classroom observations and interactive recordings, this book explores the operation of supplementary schools as sites of identity construction where the community identities are preserved, defended, renegotiated and reconstructed.� The various modes of construction are indicative of the acculturation experiences of ethnic minority communities and the ways in which these communities negotiate residence in one country whilst having roots in another.� This book therefore offers a revealing conceptualization of supplementary schools, not merely as educational spaces, but socio-political enterprises that are situated within and respond to various historical, social and political contexts.� �This pioneering work will appeal to students and scholars in the fields of education, migration and identity.