‘Here’s a knocking indeed!’ says the Porter in Shakespeare’s Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: ‘If a man were porter of hell-gate...’. But what roles does the porter of curriculum-gate take on in order to deal with drama’s persistent demands for entry? Ah, that depends upon the temperature of the times. We, who have been knocking for what seems to be a very long time, know well that when evaluation and measurement criteriaare demanded as evidence of drama’s ef cacy, an examiner stands as gatekeeper. When the educational landscape is in danger of overcrowding, we meet a territorial governor. And how often has the courtesan turned out to be only a tease because the arts are, for a brief moment, in the spotlight for their abilities to foster out-of-the-box thinkers? In this text, we meet these ‘commissionaires’ and many more. The gatekeeping roles and what they represent are so familiar that they have become cliches ́ to us. We know them by their arguments, ripostes, dismissals, their brief encouragement and lack of follow-up. And we know that behind each one (however rmly they think they keep the keys) is a nancial and political master whose power controls the curriculum building and everything in it.
This publication characterizes the environmental burden of disease in the United Arab Emirates (UAE), measured by the excess number of deaths and illnesses in the population due to exposure to environmental hazards. The robust methods used in this risk analysis can be applied to any country or region. This publication documents the systematic, multi-step process used to identify environmental priorities and the detailed methods used to quantify the disease burden attributable to each risk. Based on the results of the burden of disease assessment, the publication summarizes the subsequent steps that are recommended to further reduce the burden of disease resulting from various environmental risk factors. Authors and Contributors This book represents the synthesis of research carried out by a large, interdisciplinary team from several institutions and multiple nations between June 2008 and June 2011.The lead authors are responsible for weaving together the pieces prepared by the team.Nonetheless, this book would not have been possible without major contributions from each team member.The list below shows contributors to each chapter.Following this list are biographies of all of the authors and contributors. Lead Authors Jacqueline MacDonald Gibson, Frederic J. P. Launay, Jens T. W. Thomsen, Angela Brammer, Christopher Davidson Additional Contributors (by Chapter) Chapter 2: Prioritizing Environmental Risks to Health Henry H. Willis, Aimee Curtright, Gary Cecchine, Zeinab S. Farah,Sandra A. Geschwind, Jianhui Hu, Ying Li, Melinda Moore, Sarah Olmstead, Hanine Salem, Regina A. Shih, J. Jason West Chapter 3: Assessing the Environmental Burden of Disease:Method Overview Tiina Folley, Elizabeth S. Harder, Mejs Hasan Chapter 4: Burden of Disease from Outdoor Air Pollution Ying Li, Gavino Puggioni, Prahlad Jat, Mejs Hasan, Marc Serre, Kenneth G. Sexton, J. Jason West, Saravanan Arunachalam, Uma Shankar, William Vizuete, Mohammed Zuber Farooqui Chapter 5: Burden of Disease from Indoor Air Pollution Chris B. Trent Chapter 6: Burden of Disease from Occupational Exposures Tiina Folley, Leena A. Nylander-French Chapter 7: Burden of Disease from Climate Change Richard N. L. Andrews, Leslie Chinery, Elizabeth S. Harder, J. Jason West Chapter 8: Burden of Disease from Drinking Water Contamination Gregory W. Characklis, Joseph N. LoBuglio Chapter 9: Burden of Disease from Coastal Water Pollution Gregory W. Characklis, Leigh-Anne H. Krometis, Joseph N. LoBuglio Chapter 10: Burden of Disease from Soil and Groundwater Contamination Chidsanuphong Chart-asa, Stephanie Soucheray-Grell Chapter 11: Burden of Disease from Produce and Seafood Contamination Leigh-Anne H. Krometis, Leslie Chinery
Interprofessional education (IPE) is acknowledged as a need in higher education based on societal demands. The impact of interprofessional collaboration on the quality of care and on the quality of human health is substantial. A continuous effort is needed to underpin interprofessional learning and teaching with evidence and to support it with tools created by research and development. This book is written by scholars from various European countries, all members of the European Interprofessional Practice & Education Network (EIPEN). It contains two chapters on policy issues and six chapters with concrete examples of programme reforms or successful interprofessional courses in health and social care. The examples of good practice show elements which have to be taken into account when developing and implementing interprofessional courses, course units, or study programmes. This book may contribute to the development of IPE in higher education institutions where IPE is not yet deployed, but also in institutions where IPE is present but not fully developed. It may encourage other people, professionals as well as academics and policymakers, to engage themselves in fostering the further development of this domain.
Learning and Forgetting in Development NGOs draws on a range of theoretical approaches and empirical evidence to explore how development organisations learn or fail to learn from experience. Despite the overwhelming discourses of NGOs as learning organisations, little is known about the phenomenon of learning within NGOs. As constantly changing buzzwords and institutional approaches abound and old ideas and concepts are "re-discovered", development NGOs are often accused of trying to reinvent the wheel as they struggle to escape from the challenges of development amnesia. Based on detailed empirical data on the everyday practices and accounts of development practitioners, this book moves between the boundaries of organisational institutionalism, learning theories, management and ethnographies of NGOs practices to investigate the many faces of organisational learning in an attempt to counteract development amnesia. Learning and Forgetting in Development NGOs will be an essential guide for students, scholars and development practitioners with an interest in development management and organisational theory.
The political revival of the anti-war movement after 9/11 launched a controversial debate on global resistance. Through detailed study of the anti-war movement in Britain, this book critically evaluates the theoretical debate from the perspective of ‘critical theory in political practice’. This book presents new arguments and theoretical framework to consider globalized resistance to war. In an attempt to develop the theoretical debate further, this book analyses two strands of current thought; liberal cosmopolitanism which considers the movement a consensual force of opposition against war in the form of global civil society, and radical poststructuralism which speaks of the Multitude’s ‘war against war’.. Including detailed empirical case study of four anti-war organizations; the Stop the War Coalition, the Campaign for Nuclear Disarmament, Globalise Resistance and War Resisters’ International, the author illustrates the limitations of the abstract nature of current theorizing and highlights the need for theory to be more engaged with political practice. While revealing tensions and conflicts within the new anti-war movement, the study not only underlines the need to critically analyse the dominant theoretical discourses but also suggests that the movement would benefit from a more open discussion about the complex relationship between unity and diversity. Globalizing Resistance against War is invaluable reading for students and scholars of International Sociology, International Relations, War and Peace Studies, International Theory and Political Theory.
The Finnish language is perhaps best known for its rich case system. Depending on the definition of a case, Finnish has at least fourteen, possibly fifteen or even more cases. This volume is the first comprehensive English-language account of the Finnish case system, focusing primarily on its semantic functions. This collection of articles presents an up-to-date overview of the Finnish case system, analyses central subsystems within it, and offers data-based analyses of the functions of individual cases. The authors approach Finnish cases from different perspectives within the framework of Cognitive Linguistics. The volume also addresses more general topics, such as the notion of case, questions of polysemy, the traditional division of cases into grammatical and semantic, the relationship between inflection and derivation as well as the role of inflection in the structuring of the categories of adpositions and adverbs. The book will be of interest to linguists and students as well as to those readers who are not familiar with cognitive linguistics. The analyses presented here will be relevant to anyone investigating the essence of case and the emergence of linguistic meaning.
Exhibition environments are enticingly complex spaces: as facilitators of experience; as free-choice learning contexts; as theaters of drama; as encyclopedic warehouses of cultural and natural heritage; as two-, three- and four-dimensional storytellers; as sites for self-actualizing leisure activity. But how much do we really know about the moment-by-moment transactions that comprise the intricate experiences of visitors? To strengthen the disciplinary knowledge base supporting exhibition design, we must understand more about what ‘goes on’ as people engage with the multifaceted communication environments that are contemporary exhibition spaces. The in-depth, visitor-centered research underlying this book offers nuanced understandings of the interface between visitors and exhibition environments. Analysis of visitors’ meaning-making accounts shows that the visitor experience is contingent upon four processes: framing, resonating, channeling, and broadening. These processes are distinct, yet mutually influencing. Together they offer an evidence-based conceptual framework for understanding visitors in exhibition spaces. Museum educators, designers, interpreters, curators, researchers, and evaluators will find this framework of value in both daily practice and future planning. Designing for the Museum Visitor Experience provides museum professionals and academics with a fresh vocabulary for understanding what goes on as visitors wander around exhibitions.
This document on inorganic chromium (III) compounds provides summaries of the relevant scientific information concerning the potential effects of these chemicals upon human health and/or the environment. Chemical safety cards on the most common inorganic trivalent chromium compounds are reproduced in this document.
This book is about the recent advances in the structural and functional characterization of receptors that influence intracellular signalling events through interaction with intracellular GTP-binding proteins (G proteins). Molecular cloning of members of the G protein-coupled receptor superfamily has complemented pharmacological investigations in providing a realization of the structural and functional diversity of these receptors. An increased understanding of the involvement of particular receptor subtypes in normal and pathophysiological processes represents exciting possibilities for the development of highly specific and effective therapeutic agents.
Margit Andersson returns home to Seattle and discovers a brutal murder. She also receives an anonymous letter about relics stolen from a Danish museum in 1802.
‘Here’s a knocking indeed!’ says the Porter in Shakespeare’s Scottish play (Act II, Scene 3) and immediately puts himself into role in order to deal with the demands of such an early call after a late night of drinking and carousal: ‘If a man were porter of hell-gate...’. But what roles does the porter of curriculum-gate take on in order to deal with drama’s persistent demands for entry? Ah, that depends upon the temperature of the times. We, who have been knocking for what seems to be a very long time, know well that when evaluation and measurement criteriaare demanded as evidence of drama’s ef cacy, an examiner stands as gatekeeper. When the educational landscape is in danger of overcrowding, we meet a territorial governor. And how often has the courtesan turned out to be only a tease because the arts are, for a brief moment, in the spotlight for their abilities to foster out-of-the-box thinkers? In this text, we meet these ‘commissionaires’ and many more. The gatekeeping roles and what they represent are so familiar that they have become cliches ́ to us. We know them by their arguments, ripostes, dismissals, their brief encouragement and lack of follow-up. And we know that behind each one (however rmly they think they keep the keys) is a nancial and political master whose power controls the curriculum building and everything in it.
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