Michael Baum is recognised as a world authority on breast cancer and surgery. In 2007 he was awarded the St.Gallen prize, the most prestigious award worldwide for breast cancer research. This book is the story of his life, his work and his mission. Part autobiography, part anti-establishment polemic, part scientific empirical dialogue, Breast Beating recounts the story of Michael's extraordinarily gifted family, his attachment and adherence to the Jewish faith, and on a wider scale his profound love for human kind. He propounds his appreciation for the arts, music and the finer things of life. Michael is a man of science and medicine. Having qualified as a surgeon and reached the top of his profession, his career path also led him into battle against breast cancer wherein with colleagues he developed a number of clinical trials that changed the way breast cancer patients were treated. His research, operations and knowledge have contributed to the improvement in care for cancer sufferers worldwide, and have saved many lives. Michael's steadfastly scientific way of thinking with his knowledge firmly grounded in fact and not hypothesis has recently led him into confrontation with Prince Charles and other proponents of homeopathy and alternative medicine. In this book he explains just how and why he holds such strong opinions and beliefs both from a professional and personal point of view.

Portugal in the Twenty-First Century: Politics, Society, and Economics, edited by Sebastian Royo, reflects on the legacies of authoritarianism on the democratization process and addresses issues related to Portugal's integration into the European Union, with the perspective offered by its twenty-three years of membership. Portugal in the Twenty-First Century reflects on what has happened in the country and in Europe during the last three decades. The analysis is divided into two sections: political and sociological perspectives, and economic and social perspectives. The contributors identify basic changes in the economy and society of Portugal that occurred as a result of the democratization and European integration processes. They also assess the impact that these changes have had on the quality of Portuguese democracy, and on the country's economic development. Royo's collection reflects on how far Portugal has come since the Carnation Revolution in 1974 in order to better understand where it is headed now, at the dawn of the twenty-first century. Portugal in the Twenty-First Century: Politics, Society, and Economics, edited by Sebastian Royo, provides an original series of analyses of the development of Portuguese politics, sociology, and economics since the transition to democracy and the accession to the European Union. Drawing on the research by established scholars, Royo offers an up-to-date assessment of Portuguese political and economic issues. It is essential reading for those interested in understanding contemporary Portugal.

In 1955 four young men bond over a cadaver in an anatomy class while doing their medical training, and then take off in different directions. Alastair ends up as a GP in rural Scotland and is involved in the first antismoking campaign, the prescription of the contraceptive pill, the distribution of the oral vaccine for poliomyelitis, and screening for cervical cancer. Dylan, the son of a coal miner in south Wales, ends up as an epidemiologist and contributes to the discovery of the links of coal dust to lung and stomach cancer amongst coal miners. He is also present at the Aberfan disaster. Matthew trains as a psychiatrist at the pivotal time when Freudian psychoanalysis is being replaced by rational rather than metaphysical concepts. Huge asylums for the insane are being closed and cruel and futile therapies are being abandoned. Peter trains as a surgeon and is involved in the early days of organ transplantation and contributes to the movement to replace radical mastectomy with kinder treatments, for women with early breast cancer.

All subjects have their canon of literature that should be studied before serious students can advance in their chosen fields. Containing papers carefully compiled not merely for their historical importance but also for their contemporary relevance, Classic Papers in Breast Disease is that resource. A team of experts shares their experience in researching, diagnosing, and treating breast disease.
Each chapter contains not just a compilation of papers, but a critical commentary on the papers, their strengths and weaknesses, and their relevance to current practice and research. The commentary, always insightful and straightforward, ranges from theory to practice, from physical to psychological. Each chapter also has a brief introduction to set the scene as the author sees it. All the papers share in common their place as building blocks, as judged by the refraction of history, in the current knowledge base or in current research.

Physical illness cannot be effectively treated other than in the context of the psychological factors with which it is associated. The body may have the disease, but it is the patient who is ill. Research psychologists from a number of different backgrounds have, in the past few decades, turned increasingly to the study of physical illness, and there is now an extensive literature on preventive behaviors, the role of stress in the etiology of illness, the patient's reactions to illness and its treatment, and the physician-patient relationship. At the same time practicing clinical psychologists have extended their concern beyond the treatment of speci fically psychiatric disorders, to include also the psychological care of people experiencing distress through illness or injury. Traditionally, these patients have tended to fall through the net, unless their distress is so great that it assumes the proportion of a psychiatric disorder that can then be treated in its own right. Because the physical disorder is the primary one, its existence has detracted from the salience of the very real emotional disturbance to which it can give rise. Moreover, emotional reactions in this setting, being the norm, seems to have been regarded as not meriting special attention and care. This situation is chang ing, and it is not just psychologists or psychiatrists who are responsible for the shift in attitudes. Within general medicine itself, there is now a renewed empha sis on the care of the whole patient and not just the disease."

The controlled clinical trial has become an essential part of the clinician's decision-making process. Clinical trials, however, still raise methodological problems that are important and at the same time controversial: subgroup analysis and interactions, meta-analy sis of similar trials, consideration of subjective clinical opinions and those of the public at large, assessment of quality of life, pre vention trials, and so on. In February 1987 we took our third step along the road to evaluating these issues in dialogues between cli nicians, psychologists, legal experts, and statisticians. The talks presented at the meeting were revised by the authors afterwards and have been rearranged by the editors to form a strictly organ 1 2 ized book. The two preceding meetings in 1978 and 1981 focused strongly on adjuvant therapy in primary breast cancer, but this top ic served merely as a nucleus in the third meeting. This meeting, although called the Third Heidelberg Symposium was forced to leave Heidelberg and in fact was held in Freiburg. Without the interest and enthusiasm of Professor Martin Schu macher and his colleagues in Freiburg the meeting would never have taken place. The meeting was generously supported again by the Federal Ministry of Research and Technology (Bundesministe rium flir Forschung und Technologie, BMFT) within the framework of the West German BMFT Breast Cancer Study Group. We are grateful, in particular, to Mr. Hans W. Herzog for his personal in volvement. Juni 1988 H. Scheurlen, R. Kay, M."

Dieser Open-Access-Sammelband stellt zukunftsweisende digitale Tools, Methoden und Konzepte fur guten MINT-Unterricht vor: Er erlautert und diskutiert insbesondere Konzepte und Forschungsergebnisse zur lernfoerderlichen Gestaltung von digitalen Erweiterungen analoger Lehr- und Lernmethoden sowie von digitalen Lernumgebungen fur zukunftige Anforderungen. Dabei geht er unter anderem auf das (digitale) Experimentieren, Videoanalyse, Augmented Reality und Gestaltungskriterien fur Virtual-Reality-Lernumgebungen ein. Auf Grundlage aktueller Forschungsergebnisse beantwortet das Buch aktuelle Fragestellungen, etwa: Inwiefern kann die Digitalisierung bei einem MINT-Lernen fur die Zukunft unterstutzen? Welche digitalen Technologien, digitalen Werkzeuge und digitalen Lernumgebungen koennen bei der Entwicklung von 21st Century Skills bei Lernenden beitragen? Wie mussen sie ausgestaltet sein, um beim Lernen und Problemloesen unterstutzend zu wirken und die Lernenden zum kritischen Denken (Critical Thinking) anzuregen? Der vorliegende zweite Band ist Teil eines zweibandigen Sammelwerks; die beiden Bande sind weitgehend unabhangig voneinander lesbar und unterscheiden sich in ihrem inhaltlichen Fokus: Wahrend Band 1 grundsatzliche Perspektiven beleuchtet, fokussiert Band 2 eher auf konkrete digitale Tools und Methoden fur die Unterrichtspraxis. Die Beitrage wurden im Rahmen des Projekts "Die Zukunft des MINT-Lernens - Denkfabrik fur Unterricht mit digitalen Technologien", gefoerdert durch die Deutsche Telekom Stiftung, entwickelt. Sie decken verschiedene (assoziierte) Projekte des Entwicklungskonsortiums der beteiligten Hochschulstandorte ab und bieten zukunftsweisendes Wissen zum Thema.

Dieser Open-Access-Sammelband stellt Perspektiven auf digitalen MINT-Unterricht und die Lehrkraftebildung der Zukunft dar. Auf Grundlage aktueller Forschungsergebnisse beantwortet er aktuelle Fragestellungen, etwa: Welche Kompetenzen und welche Lerninhalte werden fur die Herausforderungen von morgen benoetigt und welchen Beitrag koennen die MINT-Facher dazu leisten? Inwiefern kann die Digitalisierung bei einem Lernen fur die Zukunft unterstutzen bzw. ist sie notwendiger Bildungsinhalt fur zukunftiges Handeln? Welche digitalen Technologien, digitalen Werkzeuge und digitalen Lernumgebungen koennen bei der Entwicklung von 21st Century Skills bei Lernenden beitragen? Wie mussen sie ausgestaltet sein, um beim Lernen und Problemloesen unterstutzend zu wirken und die Lernenden zum kritischen Denken (Critical Thinking) anzuregen? Wie kann eine Diagnostik mit digitalen Methoden aussehen? Was folgt aus all dem fur die MINT-Lehrkraftebildung? Der vorliegende erste Band ist Teil eines zweibandigen Sammelwerks; die beiden Bande sind weitgehend unabhangig voneinander lesbar und unterscheiden sich in ihrem inhaltlichen Fokus: Wahrend Band 1 grundsatzliche Perspektiven beleuchtet, fokussiert Band 2 eher auf konkrete digitale Tools und Methoden fur die Unterrichtspraxis. Die Beitrage wurden im Rahmen des Projekts "Die Zukunft des MINT-Lernens - Denkfabrik fur Unterricht mit digitalen Technologien", gefoerdert durch die Deutsche Telekom Stiftung, entwickelt. Sie decken verschiedene (assoziierte) Projekte des Entwicklungskonsortiums der beteiligten Hochschulstandorte ab und bieten zukunftsweisendes Wissen zum Thema.

Michel de Montaigne invented the literary term "essay" derived from the French word essai, meaning to put on trial. In his collection of essays he describes his life's work in testing his responses to different subjects and situations, using his ego and alter ego as council for and against the case. In one such essay he writes, "Why do doctors begin by practising on the credulity of their patients with so many false promises of a cure, if not to call the powers of the imagination to the aid of their fraudulent concoctions?" It is hard to believe that this was written over 400 years ago, yet this book of essays in the style invented by Montaigne, is still addressing the same follies ascribed to 16th Century French citizens. In 1764 Voltaire published his Dictionnaire philosophique in which he took the essay format one step further by adding his sardonic wit, to better illuminate the follies and fallacies of that epoque. One of his aphorisms that resonates 250 years on, went like this: "Faith consists in believing when it is beyond the power of reason to believe. It is not enough that a thing be possible for it to be believed". Thomas Browne, an English essayist of the same period attempted to understand the follies of mankind and their capacity of making "vulgar errors" in observation and belief. One was entitled "That a man hath one Rib less than a woman". Christian orthodoxy of the day taught a fundamentalist interpretation of the Bible. It therefore followed that if Eve were fashioned from Adam's rib, then Eve's descendents would always have one more rib than Adam's descendents. Browne doubted that and went to study anatomy in the Low Countries and made his business to count the number of ribs on both sides of the chest in male and female cadavers.

Michel de Montaigne invented the literary term "essay" derived from the French word essai, meaning to put on trial. In his collection of essays he describes his life's work in testing his responses to different subjects and situations, using his ego and alter ego as council for and against the case. In one such essay he writes, "Why do doctors begin by practising on the credulity of their patients with so many false promises of a cure, if not to call the powers of the imagination to the aid of their fraudulent concoctions?" It is hard to believe that this was written over 400 years ago, yet this book of essays in the style invented by Montaigne, is still addressing the same follies ascribed to 16th Century French citizens. In 1764 Voltaire published his Dictionnaire philosophique in which he took the essay format one step further by adding his sardonic wit, to better illuminate the follies and fallacies of that epoque. One of his aphorisms that resonates 250 years on, went like this: "Faith consists in believing when it is beyond the power of reason to believe. It is not enough that a thing be possible for it to be believed". Thomas Browne, an English essayist of the same period attempted to understand the follies of mankind and their capacity of making "vulgar errors" in observation and belief. One was entitled "That a man hath one Rib less than a woman". Christian orthodoxy of the day taught a fundamentalist interpretation of the Bible. It therefore followed that if Eve were fashioned from Adam's rib, then Eve's descendents would always have one more rib than Adam's descendents. Browne doubted that and went to study anatomy in the Low Countries and made his business to count the number of ribs on both sides of the chest in male and female cadavers.

Some are not my words, not all anyway, but it is my story. I started writing years ago just to keep from going crazy. I was just a young, hard working man that made the mistake of driving to the store in one hell of a car, after taking a drink. This never started out as a book, but I do hope it makes one now. If anything, it was a letter to Mandy. Screw drinking and driving before it screws you.

Diplomarbeit aus dem Jahr 2002 im Fachbereich Informatik - Sonstiges, Note: 1,2, Hochschule fur Technik, Wirtschaft und Kultur Leipzig (Polygraphische Technik), Sprache: Deutsch, Abstract: Inhaltsangabe: Einleitung: Technologische Entwicklungen haben bereits in der Vergangenheit zu einer Vielzahl neuer Anwendungsmoglichkeiten gefuhrt. Der Einsatz moderner Computertechnik in der Aus- und Weiterbildung ist dabei eines der bemerkenswertesten Beispiele. Mit der Verbreitung von Mobiltelefonen, PDA, Laptop sowie sogenannten Smart-Phones werden nun erste Uberlegungen angestellt, inwieweit diese Gerate uber ihren eigentlichen Einsatzzweck hinaus auch als Lernplattform eingesetzt werden konnen. Ziel ist es dabei, bereits etablierte e-Learning-Anwendungen auch fur diese Mobilgerate nutzbar zu machen und somit eine ortsunabhangige Lernumgebung zu schaffen. Mit Blick auf die flexiblen Einsatzmoglichkeiten konnten m-Learning-Anwendungen fur verschiedene Zielgruppen interessant werden. In den folgenden Ausfuhrungen sollen am Beispiel des PDA, die technischen Vorraussetzungen fur einen moglichen Einsatz dieser Technik zur optimalen Wissensvermittlung dargelegt werden. Dabei werden neben didaktische Grundlagen, auch die Probleme und Losungsansatze bei der Umsetzung einer e-Learning-Anwendung auf einer PDA-Plattform betrachtet. Schwerpunktmassig konzentriert sich die Ausarbeitung auf die Ergonomie der PDA-Technologie im Hinblick auf den Einsatz als mobile Lernumgebung. Dabei sollen unter anderen die Grenzen der Darstellung unter Betrachtung des Nutzerkomforts naher beleuchtet werden und der Frage nach einer Standardisierung der entsprechenden Benutzeroberflachen nachgegangen werden. Des weiteren wird die Entwicklung dieser Technik in Bezug auf den Einsatz mobiler Endgerate im Bildungsbereich dargestellt. Gliederung: Die vorliegende Arbeit gliedert sich in funf Teile. Dem Leser werden dabei im Kapitel 2 zunachst grundlegende didaktische Anforderungen an eine Computergestutzte Lernumg