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Das Buch vermittelt den aktuellen Stand im Verstehen und Versorgen
von Patienten mit schizophrenen StArungen. Entsprechend der
KomplexitAt der Erscheinungsbilder, deren Entwicklungs- und
Verlaufsbedingungen sowie deren Versorgungsstrategien sind die
einzelnen BeitrAge als aktuelle Facetten das "GebAudes"
Schizophrenie zu sehen, welches noch immer nicht als Einheit
begreifbar erscheint. Die Art der Darstellung ist keineswegs neu,
insofern aber besonders, als sie multidisziplinAr und
methodenvielfAltig erfolgt und aus der tAglichen Arbeit mit
Patienten stammt. Das Ziel, der rote Faden, ist die Praxisrelevanz,
darin kAnnte auch der Nutzen fA1/4r den Leser liegen.
Die vorliegende Arbeit wurde durch meinen verehrten Lehrer an-
geregt, Herrn Professor Dr. -Ing. D. tech. h. c. Hans Rumpf (t),
Grunder und langjahriger Leiter des Instituts fur Mechanische
Verfahrenstechnik der Universitat Karlsruhe. Mit Dankbarkeit denke
ich an die grundlegenden Diskussionen, die ich vor Abfas- sung des
Manuskripts mit ihm fuhren konnte. Das Buch richtet sich
hauptsachlich an Ingenieure, die sich uber die Grundlagen der
Kapillaritat informieren moechten und darauf aufbauend Hinweise fur
die praktische Anwendung bis hin zu gebrauchsfertigen
Arbeitsdiagrammen und Formeln suchen. Ich hoffe jedoch, dass die
Arbeit auch fur Studenten, Wissenschaft- ler und Praktiker
verschiedener Fachrichtungen nutzlich sein kann; denn
Kapillarvorgange - hauptsachlich der kapillare Flus-
sigkeitstransport in poroesen Systemen - beschaftigt so unter-
schiedliche Disziplinen wie beispielsweise Bodenkunde, Erdoelge-
winnung, Hydrogeologie, Druck- und Impragniertechnik, Bodenme-
chanik, Trocknungstechnik und mechanische Verfahrenstechnik. Der
Wissens- und Erfahrungsaustausch zwischen den einzelnen
Fachdisziplinen, die mit Problemen der Kapillaritat befasst sind,
ist selten, obwohl sich die grundlegenden Vorgange auf gleiche
Weise beschreiben lassen. Das Buch verfolgt daher auch das Ziel,
eine Brucke zwischen den verschiedenen Fachrichtungen zu schla-
gen. Ich habe mich daher bemuht, die Grundlagen unabhangig von der
spateren speziellen Anwendung in einheitlicher Form darzu- stellen.
Dies hat naturlich zur Folge, dass Bezeichnungen fur gleiche
Begriffe, die in den einzelnen Fachdisziplinen unter- schiedlich
eingefuhrt sind, vereinheitlicht werden mussten. Im Hinblick auf
die praktische Anwendung der Grundlagen werden in erster Linie
Fragen aus der mechanischen Verfahrenstechnik be- VI handelt.
PMCharophyte research of 32 districts had been documented on extant
charophytes (Characeae) from 1929-2010 within Bangladesh. In all,
41 taxa of charophytes were found,represented by five genera. These
are Chara(19), Nitella(18) while Lychnothamnus,Lamprothamnium and
Nitellopsis were reported by single taxa each. Two Nitella had been
identified as new species in 2004,collected from rice field which
were not yet described in home and abroad.These are: Nitella
rajshahiensis Naz., Zaman., ex Diba sp. nov. and Nitella zamanii
Naz ex Diba sp. nov. and first time these species had been included
in this monograph.Major causes of charophytes threats were
identified as:anthropogenic activity,modern mode of
pisciculture,agricultural run-off all over Bangladesh and Farraka
Barrage disaster is one of the major causes of habitat destruction
for this group in the northern part of Bangladesh. All taxa are
systematically described with their lucida drawings,
photomicrograph illustrations, distribution and some ecological
informatio
Pedagogy of Place focuses on the embodiment of purposefully created
space resulting from the creation and enactment of its
participants' cultural and social conditions. It is also about
education, the purposeful creation of spaces that comprise learning
environments, and the aesthetic dimensions of the created space
called school. The essays present the concept of space - the place
where learning happens and where the lives of student and teacher
can thrive or wither - a place rich in human potential. In an
attempt to address the diversity of what we define as space,
Pedagogy of Place addresses issues around place and identity in
three distinct strands: as social, as aesthetic, and as political
and historical. As a collection, these essays are attempts to open
conversations with persons interested in what counts as curriculum,
teaching, and learning within the spaces and places that release
human potential and nurture the human spirit.
At a time marked by strong demands for educational reform, the
American school curriculum is a topic of special concern. This
volume provides a comprehensive historical record of the evolution
of the curriculum in America from the colonial period to the
present day. The editors have compiled a collection of influential
and representative documents in primary, secondary, and higher
education in the United States. Each document is introduced by a
short essay that discusses its historical context and significance.
The result is a valuable chronicle of the development of the
American school curriculum.
The work begins with an introductory piece that overviews the
development of the curriculum and surveys the most important works
on curriculum history. The introduction is followed by excerpts
from 34 documents representative of the school curriculum from "The
Rules and Course of Study of Harvard College," 1642 to the 1983
report, "A Nation at Risk: The Imperative for Educational Reform."
The essay that introduces each document closes with a brief
bibliography, and the volume concludes with a more extensive list
of sources for further reading. By consulting this reference,
historians and educators can trace the development of the
curriculum over the last 350 years.
At a time marked by strong demands for educational reform, the
American school curriculum is a topic of special concern. This
volume provides a comprehensive historical record of the evolution
of the curriculum in America from the colonial period to the
present day. The editors have compiled a collection of influential
and representative documents in primary, secondary, and higher
education in the United States. Each document is introduced by a
short essay that discusses its historical context and significance.
The result is a valuable chronicle of the development of the
American school curriculum. The work begins with an introductory
piece that overviews the development of the curriculum and surveys
the most important works on curriculum history. The introduction is
followed by excerpts from 34 documents representative of the school
curriculum from The Rules and Course of Study of Harvard College,
1642 to the 1983 report, A Nation at Risk: The Imperative for
Educational Reform. The essay that introduces each document closes
with a brief bibliography, and the volume concludes with a more
extensive list of sources for further reading. By consulting this
reference, historians and educators can trace the development of
the curriculum over the last 350 years.
A substantial revision of Curriculum Books: The First Eighty Years,
this new volume is a comprehensive presentation of curriculum books
that have contributed to theoretical and practical discourse about
curriculum throughout the twentieth century. Following an
introduction that explains the book's purpose and how it was
constructed, the authors present each decade in a chapter that
provides contextual reminders about the social, political, and
cultural events of the time period, discussion of salient events in
curriculum discourse, and a comprehensive bibliography (by year) of
curriculum books. More than 3,000 curriculum books are weaved into
this presentation. The original and updated conclusions are offered
to provide interpretative perspective on curricular trends, state
of the field, and possibilities for the future of curriculum
studies.
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