Kooperativer Bibliotheksverbund

UID:

Format: 1 online resource (264 pages)

Edition: 1st ed.

ISBN: 9783030202491

Series Statement: Environmental Discourses in Science Education Series ; v.4

Note: Conceptualizing Environmental Citizenship for 21st Century Education -- Acknowledgements -- Abbreviations -- Contents -- List of Figures -- List of Tables -- Chapter 1: Introduction to the Conceptualisation of Environmental Citizenship for Twenty-First-Century Education -- 1.1 Introducing Environmental Citizenship -- 1.1.1 The Need for Environmental Citizenship -- 1.1.2 The Roots of Environmental Citizenship -- 1.2 The Need for Conceptualisation of Environmental Citizenship -- 1.3 Environmental Citizenship and Education -- 1.4 The European Network for Environmental Citizenship as a Community of Practice -- 1.5 ENEC Definitions: EC, EEC and ECn -- 1.6 The Structure of the Book -- References -- Part I: Political, Economic and Societal Dimensions of Environmental Citizenship -- Chapter 2: Political Dimensions of Environmental Citizenship -- 2.1 Introduction -- 2.2 Philosophical Views of the Environment -- 2.3 Citizenship -- 2.4 Role of the State -- 2.5 Implications for Education -- 2.6 Empirical Research -- References -- Chapter 3: Economic Dimensions of Environmental Citizenship -- 3.1 Introduction -- 3.2 Conceptual Approaches -- 3.2.1 The Ethics and Values -- 3.2.2 Environment and Mainstream Economics -- 3.2.3 Market Externalities, Tragedy of the Commons and Neoliberal Environmentalism -- 3.3 Levels of the Economic Dimension of Environmental Citizenship -- 3.3.1 Global Level -- 3.3.2 National Level -- 3.3.3 Local Level -- References -- Chapter 4: Societal Issues and Environmental Citizenship -- 4.1 Introduction -- 4.2 Cities, Landscapes, and Cultural Diversity -- 4.3 Vital Issues of Transportation -- 4.4 Forms and Approaches of Tourism -- 4.5 Tangible and Intangible Cultural Heritage -- 4.6 Conclusion -- References -- Part II: Environmental Citizenship as Psychological Construct -- Chapter 5: Knowledge and Environmental Citizenship. , 5.1 Environmental Citizens Need Knowledge -- 5.2 Which Knowledge and How to Acquire It? -- 5.3 Topical Knowledge -- 5.4 Types of Knowledge -- 5.5 Knowledge Use and Production -- 5.6 Conclusion -- References -- Chapter 6: Values, Beliefs and Environmental Citizenship -- 6.1 Introduction -- 6.2 Relating Values and Environmental Citizenship -- 6.2.1 The Value Basis of Environmental Citizenship -- 6.3 Relevance of Belief Formation on Environmental Citizenship -- 6.3.1 Predicting and Explaining Environmental Citizenship Through Beliefs -- 6.4 Using Values and Beliefs to Understand and Promote Environmental Citizenship -- 6.4.1 Future Directions and Practical Recommendations -- References -- Chapter 7: Attitudes and Environmental Citizenship -- 7.1 Discourses on Environmental Citizenship -- 7.2 Environmental Attitudes -- 7.3 Environmental Values -- 7.3.1 Values -- 7.3.2 Basic Environmental Value Orientations -- 7.4 Environmental Citizenship in Empirical Research -- 7.5 Research on Link Between Environmental Values, Attitudes and Behaviour -- 7.6 Measuring Environmental Attitudes -- 7.7 How Do Environmental Attitudes Develop? What Are the Factors Influencing EA? -- 7.7.1 Studies Focusing on Children -- 7.7.2 Retrospective Studies -- 7.8 How Can Attitudes Be Changed? -- 7.9 Concluding Remarks -- References -- Part III: Environmental Citizenship in the Context of Environmental Education and Education for Sustainability -- Chapter 8: Education for Environmental Citizenship and Responsible Environmental Behaviour -- 8.1 Introduction -- 8.2 Pro-environmental Behaviour in the Context of Environmental Citizenship -- 8.3 Behaviour Models -- 8.3.1 Knowledge-Based Models -- 8.3.2 Attitude-, Value- and Norm-Oriented Models -- 8.3.3 Skills, Self-Efficacy and Situational Factors -- 8.3.4 New Approaches to Environmental Behaviour Models. , 8.4 Implications for Educating for Environmental Citizenship -- References -- Chapter 9: Environmental Citizenship and Youth Activism -- 9.1 Introduction -- 9.2 The Concept of Activism -- 9.3 Supporting Youth Activism -- 9.4 Conclusion -- References -- Chapter 10: Education for Environmental Citizenship and Education for Sustainability -- 10.1 Similarities and Differences Between Education for Environmental Citizenship and Education for Sustainability -- 10.2 Why Education for Environmental Citizenship Is Crucial -- 10.3 The Duty to Act and Spheres of Environmental Citizenship Action -- 10.4 Competencies That Need to Be Promoted by Education for Environmental Citizenship -- 10.5 Fostering the Idea of Sustainability Through Education for Environmental Citizenship -- References -- Part IV: Environmental Citizenship in Educational Levels -- Chapter 11: Environmental Citizenship in Primary Formal Education -- 11.1 Characteristics of Primary Formal Education -- 11.2 Education for Environmental Citizenship: Relevant Approaches -- 11.3 Education for Environmental Citizenship in Curricular Materials -- 11.4 Education for Environmental Citizenship: Valuable Learning Outcomes at Primary School -- 11.4.1 Shaping Environmental Attitudes and Values -- 11.4.2 Skills and Attitudes in Dealing with Environmental Problems -- 11.4.3 Ecological Knowledge and Inquiry Competence -- 11.4.4 Development of Action Competence -- 11.5 Conclusion -- References -- Chapter 12: Environmental Citizenship in the Context of Primary Non-formal Education -- 12.1 Features of the Primary Educational Sector -- 12.2 Non-formal Education for Environmental Citizenship -- 12.2.1 Defining Non-formal Education -- 12.2.2 Non-formal Primary Education and Environmental Citizenship -- 12.3 Children Can Learn to Become Environmental Citizens -- 12.3.1 Children Are Not Adults. , 12.3.2 Social Practice Theory and the Formation of an Environmental Identity -- 12.3.3 Significant Life Experiences That Contribute to the Formation of an Environmental Identity -- 12.3.4 From Experiencing Nature to Agency for the Environment -- References -- Chapter 13: Environmental Citizenship in Secondary Formal Education: The Importance of Curriculum and Subject Teachers -- 13.1 Curriculum Principles and Environmental Citizenship -- 13.2 Environmental Citizenship in Policy and Curriculum -- 13.2.1 The Case of England -- 13.2.2 The Case of Croatia -- 13.2.3 The Case of the Netherlands -- 13.3 Teaching Approaches for Environmental Citizenship -- 13.4 Moving Towards Education for Environmental Citizenship in Secondary Schooling -- References -- Chapter 14: Educating for Environmental Citizenship in Non-formal Frameworks for Secondary Level Youth -- 14.1 Characteristics of Non-formal Education Promoting the Attributes of an Environmental Citizen -- 14.2 Pedagogies, Teaching Tools and Learning Schemes of Secondary Non-formal Education for Promoting Environmental Citizenship -- 14.2.1 Place-Based Education -- 14.2.2 Civic Ecology Education -- 14.2.3 Ecojustice Pedagogy -- 14.2.4 Action Competence -- 14.2.5 Socio-Scientific Inquiry-Based Learning -- 14.3 Examples of Secondary Non-formal Settings and Programmes Suitable for Promoting Education for Environmental Citizenship -- 14.3.1 Environmental Education Centres as Non-formal Settings Promoting Education for Environmental Citizenship: "Environmental Crime on the Coast", Cyprus -- 14.3.2 Youth Clubs as a Youth Engagement Framework: Case Study of Israeli Youth Movements -- 14.3.3 Learning from Forests: Certification Course Programme for Forest Pedagogy, Austria -- 14.3.4 A Museum Lesson on Biodiversity Loss 'Endangered Animals and Plants, Disappearing Ecosystems', The Netherlands. , 14.3.5 The Program for the Recovery and Educational Use of Abandoned Villages. CENEAM. Centro Nacional de Educación Ambiental, Spain -- 14.3.6 Environmental Citizenship through Applied Community Service Learning, Afghanistan, Asia -- 14.3.7 The Africa Environmental Education and Training Action Plan (AEETAP) 2015-2024 -- 14.4 Challenges Regarding the Secondary Age Level and the Non-formal Focus and Suggestions for Overcoming Them -- References -- Chapter 15: Education for Environmental Citizenship: The Pedagogical Approach -- 15.1 The Need for Education for Environmental Citizenship -- 15.2 The EEC Model: Goals and Objectives -- 15.2.1 The Green Cycle -- 15.2.2 Agents of Change -- 15.2.3 Solving Environmental Problems -- 15.2.4 Preventing Environmental Problems -- 15.2.5 Achieving Sustainability -- 15.2.6 Healthy Relationship with Nature -- 15.2.7 Environmental Rights and Duties -- 15.2.8 Structural Causes of Environmental Problems -- 15.2.9 Civic Participation -- 15.2.10 Inter- and Intra-Generational Justice -- 15.3 The Pedagogical Approach of Education for Environmental Citizenship -- 15.3.1 The Pedagogical Landscape of Education for Environmental Citizenship -- 15.3.2 Description of the Education for Environmental Citizenship Pedagogical Approach -- 15.4 Curriculum and Learning Materials for Education for Environmental Citizenship -- 15.5 Teachers and Teacher Professional Development for Education for Environmental Citizenship -- 15.6 Educational Institutions and Education for Environmental Citizenship -- 15.7 Conclusion -- References.

Additional Edition: Print version: Hadjichambis, Andreas Ch. Conceptualizing Environmental Citizenship for 21st Century Education Cham : Springer International Publishing AG,c2020 ISBN 9783030202484

Language: English

Keywords: Electronic books. ; Electronic books.

URL: Click to View

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Buchcover

URL: ProQuest Ebook Central

URL: SpringerLink

URL: Click here to view book

URL: lizenzpflichtig

UID:

Format: 1 online resource (225 pages)

Edition: 1st ed.

ISBN: 9784431566236

Series Statement: Science for Sustainable Societies Series

Note: Intro -- Preface: From "Vision 2050" to "New Vision 2050" -- Preface (1): Turning Point of Human History -- Twenty-First Century Is a Special Era -- Various Issues -- Global Warming and Abnormal Weather -- Is Capitalism Sustainable? -- Preface (2): The Latest Report -- Human Race Is Navigating in the Right Direction (1): SDGs -- Human Race Is Navigating in the Right Direction (2): COP21 -- IEA Report -- Japan's Experiences as a Leading Country in Resolving Societal Problems -- Essence of the Era of Saturation -- Saturation of the Population -- Saturation of Man-Made Objects -- Saturation of Minerals -- World in 2050 -- Preface (3): A Society We Are Aiming At -- Creation of a New Society and Values by Resolving Issues -- "Platinum Society": A Vision in the Twenty-First Century -- Essential Factors for a Platinum Society -- A Vision That Can be Realized -- Preface (4): Image of a Platinum Society Has Begun to Appear -- Creative Demand -- Low-Carbon Society -- Energy-Creating Houses and Zero-Energy Buildings -- From Eco-Cars, Eco-Factories, and Cars to Cars, and Zero CO2 -- Diversifying Means of Transportation -- Energy Conservation Is the Best Policy -- Urban Mines -- Renewable Energy -- Japan Will Become a Resource Self-Sufficient Society -- The World Will Become a Sustainable Recycling-Oriented Society -- Harmony with Nature -- Macro-Level Viewpoint of Harmony with Nature -- Health Support and Self-Reliance Support Are Important Industries -- Participation of Active Seniors Is Indispensable -- Various Options -- Free Participation -- Education of Information Technology Nurtures the Next Generation -- Society with Employment -- Society Where Children Will Be Born -- Knowledge Structuring Will Lead to Solutions -- How to Expand and Develop More Successful Examples -- Challenging the Issue Through Knowledge Structuring and Action. , Innovations from Mega-Cities -- Viable Business Ensures Sustainability -- A Society of Lifelong Learning -- Developed Countries Can Achieve Economic Growth -- GDP and IWI -- Platinum Industry and Economic Growth -- Developing Countries Aim at a Platinum Society Together -- Social Disparity and Social Security, the State and the Market -- A System for Innovations -- Twenty-First Century Is a Turning Point -- Platinum Society Network -- References -- Contents -- Chapter 1: The Message in "Vision 2050" -- 1.1 Behind the Birth of Vision 2050 -- 1.1.1 The Need for a "Macro" Vision -- 1.1.2 An Affluent Lifestyle for All -- 1.1.3 Why a Low-Carbon Society? -- 1.1.4 The Threat of Global Warming -- 1.2 What Is Vision 2050? -- 1.2.1 The Vision for 2050 -- 1.2.2 A Happy Low-Carbon Society Is Achievable -- 1.2.3 Saturation of Man-Made Objects and the Material-­Circulating System -- 1.2.4 Tripling Energy Efficiency -- 1.2.5 Doubling the Amount of Renewable Energy -- 1.2.6 Increases in Both Comfort and Economic Performance -- 1.2.7 Premises Consequent on Being a Realistic Vision -- Chapter 2: Progress on Vision 2050 Since 1995 -- 2.1 Saturation of Man-Made Objects and the Material-­Circulating System -- 2.1.1 Saturation of Population -- 2.1.2 Saturation of Man-Made Objects -- 2.1.3 Saturated Demand for Substances and Materials: Cement -- 2.1.4 Saturated Demand for Substances and Materials: Iron -- 2.1.5 Hope for a Circulating Society -- 2.2 Energy Saving and Renewable Energy -- 2.2.1 Further Development Achieved in Energy Saving -- 2.2.2 Putting Renewable Energy at the Core of Energy Investments -- 2.3 Vision 2050 as a Happy Vision -- 2.3.1 The Industrial Structure of Japan as a "Leading Country in Resolving Societal Problems" and Energy -- 2.3.2 Certainly Japan Led the World -- 2.3.3 The World Is Making Progress toward Achieving Vision 2050 -- Bibliography. , Chapter 3: Technology to Support Low-Carbon Society (Using Energy) -- 3.1 Direction of Improvement in Energy Efficiency -- 3.1.1 "Daily Living" and "Monozukuri" -- 3.2 Low Carbon Technologies in the Transportation Sector -- 3.2.1 Shipment Does Not Consume Energy? -- 3.2.2 Energy-Efficient Cars Appear One after Another -- 3.2.3 Car Energy Efficiency Increases Eightfold -- 3.2.4 A Rich Car Life with Diverse Eco Cars -- 3.2.5 Modal Shift in Movement -- 3.3 Low Carbon Technologies in the Home and Business Sectors -- 3.3.1 Promotion of Energy Saving Is Economically Advantageous -- 3.3.2 Energy Conservation Will Be a Business Opportunity -- 3.3.3 Household Energy Consumption Is Consolidated into Electricity -- 3.3.4 Eco Houses Are Also Friendly to Their Occupants -- 3.3.5 The Latest Heat Pump Situation -- 3.3.6 Domestic Fuel Cells Packed with Japanese Technologies -- 3.3.7 Globalize Japanese Environmental Technologies -- 3.4 Low-Carbon Technologies for Monozukuri -- 3.4.1 Shift from Blast Furnaces to Electric Furnaces -- 3.4.2 Aluminum Is an Excellent Material in Terms of Recycling -- 3.4.3 Achieving Material Cycling of Rare Metals -- 3.4.4 Expectations for Dissemination of Industrial Heat Pumps -- Bibliography -- Chapter 4: Technology to Support Low-Carbon Society (Utilizing Energy) -- 4.1 Future Image of Renewable Energy -- 4.1.1 Rethinking the Value of Renewable Energy -- 4.1.2 The Future Image of Solar Cells and Storage Batteries -- 4.1.3 Importance of Balance Between Future Cost and Investment -- 4.1.4 Which Storage Battery Will Be Playing the Leading Role in 2050? -- 4.1.5 Promising Markets Where Various Uses Can Be Considered -- 4.1.6 Dissemination of Hydropower Generation by Region -- 4.1.7 The Potential of Biomass -- 4.1.8 Hydrogen as a Partner of Renewable Energy -- 4.2 Innovations Emerging from Theory and IT. , 4.2.1 Pursuing Efficiency to the Utmost Limit -- 4.2.2 Enhance Efficiency with an Energy Management System -- 4.2.3 Japan Should Compete with High-Added-Value Items -- 4.2.4 Increased Sophistication of Demand Forecasting by Utilizing Big Data -- 4.2.5 The Possibility of Carbon Pricing -- Bibliography -- Chapter 5: Low-Carbon Society in 2050 -- 5.1 Low Carbon Power Supply Systems in 2050 -- 5.1.1 Means to Achieve Low Carbonization -- 5.1.2 80% Reduction and Power Generation Costs -- 5.1.3 Consideration of the Best Power Supply Configuration -- 5.2 Reducing Carbon in Major Fields -- 5.2.1 Value-Added Industry and Low Carbon -- 5.2.2 The Ideal State of the Steel Industry -- 5.3 Reducing CO2 Emissions by 80% Across Japan -- 5.3.1 Low Carbonization by Sector in 2050 -- 5.3.2 Value-Added by Industry and CO2 Emissions in 2050 -- 5.3.3 Image of CO2 Emissions and Changes in GDP in all Industries -- Chapter 6: Platinum Industry and a New Society -- 6.1 What Is a Platinum Society? -- 6.1.1 Per Capita GDP and Average Life Expectancy -- 6.1.2 From Quantitative Sufficiency to Qualitative Sufficiency -- 6.1.3 An Island (Ama-cho) that Increased the Number of Children Attending School Despite a Declining Birthrate -- 6.1.4 Contributing to Lowering Carbon in Asia from Actual Experiences (Kitakyushu) -- 6.1.5 Leadership that Achieved a Miracle (Yanedan) -- 6.1.6 Realizing a Vision in a Megalopolis (Futakotamagawa) -- 6.2 Towards Becoming a Nation Self-Sufficient in Resources -- 6.2.1 Making a Self-Sufficiency Rate of 70% a Reality with Vision 2050 -- 6.2.2 A Scenario for Reviving Forestry -- 6.3 Coexisting in Harmony with Beautiful Nature -- 6.3.1 A World that Is Comfortable for All Living Things -- 6.3.2 Initiatives by Corporations for Living in Harmony with Nature -- 6.4 Good Health and Self-Reliance for a Fulfilling Life. , 6.4.1 The Wisdom of Seniors Is a Social Resource -- 6.4.2 Making Use of the Knowledge and Experience of Seniors for the Next Generation -- 6.5 Diverse Options and Freedom of Participation -- 6.5.1 Why Are Bonds Being Sought After Now? -- 6.5.2 Freedom of Mobility Induces Changes to Work Styles -- 6.5.3 Spread of Multi-habitation -- 6.5.4 Tokyo Work Styles and Countermeasures for Declining Birthrates -- 6.6 New Industries Created in a Platinum Society -- 6.6.1 Marunouchi Platinum University - Thinking About Regional Issues in a Big City -- 6.6.2 Developing Human Resources for Realizing the Platinum Society -- 6.6.3 Education Changing Through ICT -- 6.6.4 Adult Education as a New Industry -- 6.6.5 Developing Leaders Who can Carve Out a Path to a New Era -- 6.6.6 Questioning Anew the Importance of Education -- 6.7 The Platinum Society Becomes More Visible -- 6.7.1 How to Promote a Platinum Society -- 6.7.2 The Platinum Network Society and the Platinum Vision Award -- 6.7.3 Creating the Platinum Society Handbook -- 6.8 The Platinum Society and Vision 2050 -- Bibliography -- Interview -- Interview 1: Toyota Environmental Challenge 2050 -- Challenges Unachievable Following the Lines Laid Before -- The Impact of Climate Change -- "Let's Do What We Have to Do." -- Parts Manufacturers Have a Major Presence -- Mid-To-Long-Term Targets for Clearing Regulations -- Interview 2: Regional Revitalization and New Work Styles -- Local Activation for Stronger Competitiveness -- Japanese Factories Are Competitive -- Relocation of Some Head Office Functions, 3.2 Times More Children -- Retirees Teaching Science to Young Children -- Interview 3: Considering Ways to Solve Social Problems -- There Is Much Room for Innovation of the Social System -- The Notion that a Decline in the Population Means the Economy will Falter Is Faulty. , It Is Innovation for Being Used at the Site.

Additional Edition: Print version: Komiyama, Hiroshi New Vision 2050 Tokyo : Springer Japan,c2018 ISBN 9784431566229

Language: English

Keywords: Electronic books. ; Electronic books

URL: Click to View

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Full-text  ((OIS Credentials Required))

URL: lizenzpflichtig

UID:

Format: 1 online resource (168 pages)

ISBN: 9783030787332

Series Statement: Springer Series in Design and Innovation Ser. ; v.15

Note: Intro -- Preface -- Contents -- Between Science, Technology and Society -- 1 Areas of Interest of the SISCODE Project -- 2 The SISCODE Project and Its Objectives -- 3 RRI in SISCODE-From Theory to Practice through Co-creation -- 4 The Importance of Small-Scale Experiments -- 5 Levels and Dimensions of Investigation -- References -- A Framework for Experimenting Co-creation in Real-Life Contexts -- 1 Introduction -- 2 SISCODE Approach to Co-creation -- 3 Key Objectives and Originality of the Approach -- 4 The Networks and Labs -- 5 Support and Assessment Procedures -- References -- Framing Real-Life Experimentations as Case Studies -- 1 Introduction -- 2 The Case Study Approach -- 3 Eliciting Experiential Knowledge on Co-creation in STI Policymaking -- 4 The Self-narration Guidelines: Rationale and Layout -- 5 Implementing the Guidelines: 10 Experiences of Co-creation -- References -- FabLab Barcelona-Co-design With Food Surplus: Better Redistributing, Upcycling and Composting -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References -- Polifactory. Transforming Playful Movement into Sound: Co-create a Smart System for Children with Cerebral Palsy -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References -- Maker-Plastic In, Plastic Out: Circular Economy and Local Production -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 3.1 Context Analysis -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References. , KTP-Collectively Improving Air Quality in Krakow: A New Air Quality Plan for the Małopolska Region -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References -- PA4ALL-Innovative Learning Methods for Education in Agriculture: An ICT Based Learning Programme for High Schools -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References -- ThessAHALL-A Life-Long Learning Programme for the Social Inclusion of "Early-Stage" Older Adult Researchers -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References -- Ciência Viva-Promoting Marine Activities Around Lisbon: Self-Constructed Boats -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 2.1 Challenge -- 3 The Co-Creation Journey -- 3.1 Context Analysis -- 3.2 Problem Framing -- 3.3 Envisioning Solutions -- 3.4 Developing and Prototyping -- 3.5 The Role of Policies and Policymaker Engagement -- 4 Experimentation: Output, Transformations, Outcomes -- 4.1 Transformations Triggered -- 5 Lessons Learnt and Reflections -- References -- Cube Design Museum-Empathic Co-design for Societal Impact -- 1 Introduction -- 2 Ecosystem, Context and Challenge Addressed -- 3 The Co-creation Journey -- 3.1 Framing and Reframing -- 3.2 Tools and Sites for Co-Creation -- 3.3 Stakeholder Engagement: Learning About Power, Trust and Empathy -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References. , Science Gallery Dublin-Open Mind: Improving Mental Health of Young People -- 1 Introduction -- 1.1 The Organisation -- 1.2 The Co-Creation Journey -- 2 Ecosystem, Context and Challenge Addressed -- 2.1 External Context and Ecosystem -- 2.2 Organisational Background -- 2.3 Challenge -- 3 The Co-creation Journey -- 3.1 Analysis of the Context -- 3.2 Reframing of the Problem -- 3.3 Envisioning of Alternatives -- 3.4 Development and Prototyping -- 3.5 The Role of Policies and Policymaker Engagement -- 4 Experimentation: Output, Transformations, Outcomes -- 5 Lessons Learnt and Reflections -- References -- TRACES-In 2030, Artificial Intelligences Will Visit Museums? -- 1 Algorithmic Decision Making for Cultural Activities -- 2 Ecosystem, Context and Challenge Addressed -- 2.1 External Context and Ecosystem -- 2.2 Organisational Background -- 2.3 The Specific Challenge -- 3 The Co-creation Journey -- 3.1 Analysis of the Context -- 3.2 Reframing of the Problem -- 3.3 Envisioning of Alternatives -- 3.4 Development and Prototyping -- 3.5 The Role of Policies and Policymaker Engagement -- 4 Experimentation: Output, Transformations, Outcomes -- 4.1 Final Concept -- 4.2 Transformations Triggered and Outcomes -- 5 Lessons Learnt and Reflections -- References -- Assessing Co-creation in Relation to Context for RRI Operationalisation -- 1 Monitoring and Assessing Co-creation -- 2 The Issue in Assessing RRI Initiatives -- 3 The Role of the Assessment Framework in the SISCODE Project -- 3.1 Parameters for Assessment -- 3.2 SISCODE Specific Indicators -- 3.3 Areas of Interest -- 3.4 Transversal Topics -- 4 SISCODE Assessment Activities -- 4.1 Prototype Scale -- 4.2 Pilot and Experimentation Scale -- 5 Results of the SISCODE Assessment Activities -- 5.1 Evaluation Results of the Prototypes -- 5.2 Elaborating Results from the Labs. , 5.3 Results of the Overall Pilot Experimentation -- 5.4 Discussion of the Evaluation Results Against SISCODE Theoretical Base and Findings to be Further Investigated -- 6 Directions for Future Investigations -- References.

Additional Edition: Print version: Deserti, Alessandro Co-Creation for Responsible Research and Innovation Cham : Springer International Publishing AG,c2021 ISBN 9783030787325

Language: English

Keywords: Electronic books. ; Electronic books.

URL: Click to View

URL: Volltext  (kostenfrei)

URL: Volltext  (kostenfrei)

URL: Click here to view book

URL: lizenzpflichtig

UID:

Format: 1 online resource (264 pages)

Edition: 11th ed.

ISBN: 9781350321618

Content: This open access book offers an overview of the relations between comics and religion from the perspective of cultural sociology. How do comics function in religions and how does religion appear in comics? And how do graphic narratives inform us about contemporary society and the changing role of religion? Contributing scholars use international examples to explore the diversity of religions, spirituality, and dispersed notions of the sacred, including Christianity, Islam, Judaism, Zoroastrianism, Indian, and Japanese religions. In addition, the rituals, ethics, and worldviews that surface in the comics milieu are discussed. With the growing popularity and influence of comics and graphic novels in contemporary culture, this book provides a valuable addition to the discussion of the medium, focusing on religious and sociological aspects. A rich resource for both students and scholars in popular culture, media studies, and religion. The ebook editions of this book are available open access under a CC BY-NC-ND 4.0 license on www.bloomsburycollections.com. Open access was funded by The Faculty for Humanities and Education and the University Library at the University of Agder, Norway.

Note: Introduction: Comics and Religion in Liquid Modernity, Kees de Groot (Tilburg University, Netherlands) Part I: Comics in Religion 1. From Subordinates to Superheroes? Comics in Christian Magazines for Children and Youth in Norway, Irene Trysnes (University of Agder, Norway) 2. Cancelling the Second Coming: Manufactured Christian Outrage Online, Evelina Lundmark (Uppsala University, Sweden) 3. The Reception of Comics on Zoroastrianism, Paulina Niechcial (Jagiellonian University, Poland) Part II: Religion in comics 4. Drawn into Krishna: Autobiography and Lived Religion in the Comics of Kaisa and Christoffer Leka, Andreas Häger and Ralf Kauranen (Åbo Akademi University, Finland) 5. What Would Preacher Do? Tactics of Blasphemy in the Strategies of Satire and Parody, Michael J. Prince (University of Agder, Noway) 6. Islam and Anxieties of Liberalism in Craig Thompson's Habibi, Kambiz GhaneaBassiri (Reed College, USA) Part III: Comics as Religion? 7. Implicit Religion and Trauma Narratives in Maus and Watchmen, Ilaria Biano (Istituto Italiano, Italy) 8. Manga Pilgrimages: Visualizing the Sacred / Sacralizing the Visual in Japanese Junrei, Mark MacWilliams (St. Lawrence University, USA) 9. Comics and Meaning Making: Adult Comic Book Readers on What, Why and How They Read, Sofia Sjö (Åbo Akademi University, Finland) Part IV: Learning From Comics 9. The Magic of the Multiverse. Easter Eggs, Superhuman Beings and Metamodernism in Marvel's Story Worlds, Sissel Undheim (University of Bergen, Norway) 10. Comics and Religious Studies: Amar Chitra Katha as an Educational Comic Series, Line Reichelt Føreland (University of Agder, Norway) 11. A Contract with God or a Social Contract? Christoph Monnot (University of Strassbourg, France) Conclusion: Comics as a Way of Doing, Encountering, and Making Religion, Kees de Groot (Tilburg University, Netherlands) Bibliography Index

Language: English

DOI: 10.5040/9781350321618

URL: https://doi.org/10.5040/9781350321618?locatt=label:secondary_bloomsburyCollections

URL: kostenfrei

UID:

Format: 1 online resource (427 pages)

Edition: 1st ed.

ISBN: 9783839470312

Series Statement: X-Texte Zu Kultur und Gesellschaft Series

Note: Cover -- Contents -- Timeline -- 2018 -- 20th of August, Monday -- 7th of September, Saturday -- 8th of September, Sunday -- 13th of September, Friday -- October -- 31st of October, Wednesday -- 17th of November, Saturday -- 30th of November, Friday -- 9th of December, Sunday -- 12th of December, Wednesday -- 21st of December, Friday -- 2019 -- 18th of January, Friday -- 25th of January, Friday -- 12th of February, Tuesday -- 15th of February, Friday -- 13th of March, Wednesday -- 15th of March, Friday -- 15th of April, Monday -- 29th of April, Monday -- 24th of May, Friday (the weekend of the EU elections) -- 4th‑9th of August -- 20th to 27th of September -- 23rd of September, Tuesday -- 7th of October, Monday -- 29th of November and 6th of December -- 2nd‑13th of December -- 2020 -- 21st‑24th of January -- 4th of March -- 16th and 17th of July -- April to August -- 20th to 21st of August -- 25th of September -- 2021 -- 25th of March, Friday -- 24th of September, Friday -- 22nd of October, Friday -- 31st of October‑13th of November -- 2022 -- 25th of March, Friday -- 1st‑3rd of June -- 9th of September, Friday -- 11th of September -- 23rd of September, Friday -- 2023 -- 14th of January, Friday -- 3rd of March, Friday -- 9th of June, Friday -- Introduction -- On the making of this book - its structure and the people who worked on it, science and politics -- Towards an ecophilosophy of democracy -- The intergenerational challenge and the idea of a united, global movement -- The task -- The strangers -- Part One: The Young People's Rebellion - From Mynttorget in Stockholm to the Global Strike -- Contents -- Chapter 1: Swedish Beginnings -- Preparations -- The strike before the strike - the first meeting -- The beginning of Fridays For Future - on a Saturday -- Mynttorget -- A generation rises up -- The invention. , The first young people join - the gang of rebels comes together -- The task and the recipe -- The Swedish parliament - opponent or authority? -- At the university -- Science and games - Mynttorget in September and October -- Emil and Alfred - what is nature and what is healing -- The first Swedish strike groups are formed -- The big task and the small one - status and privileges -- Chapter 2: Fridays for Future and Extinction Rebellion Start to Grow -- How to organise a rebellion -- The three demands of the global environmental rebels -- Does humanity have unwritten laws? -- Magic in Mynttorget -- The global network is born - the digital heart of Fridays for Future emerges, along with the idea of the global strike -- Chapter 3: The Foundations -- The first speech in Sweden - the evening at Oscarsteatern -- The basic principles -- The scientists' task -- Global perspectives and the unjust classroom -- The idea of the emissions budget -- Natural scientists are not the only kind -- Winter sets in and the Mynttorget group doubles in size -- Chapter 4: The International Movement Develops -- A storm is coming -- 30th of November - the first largescale strike in Australia -- The COP24 climate conference in Katowice -- On science, universities, and activism -- The speech -- The formation of "local groups" - the Swiss take to the barricades and demand climate justice -- Climate justice -- Making international contacts -- The adults' reaction -- The Christmas celebration in Mynttorget -- How to teach commitment to sustainability - playing animals -- The new year begins -- Chapter 5: Davos and the World Economic Forum -- Davos -- Meanwhile, in Germany - the coal commission is meeting -- "The house is on fire" - what would a prosperous society be? (On Kate Raworth) -- Hijacking the university - "Rethinking Economics". , The problem with the basic economic model - what is wealth? -- Criticising the basic model and outlining an alternative - what are needs? -- On the peculiarities of the capitalist market economy -- The economic causes of the climate crisis -- Criticism of Raworth and Göpel - what the doughnut is made of, and what ultimately holds the world together -- Beyond "well‐being" -- A new logic: freedom, and integrity -- Chapter 6: The Prelude to the Uprising -- The global uprising emerges - the young activists are connected across the world -- A homecoming, and a farewell -- The conflict over the trip to the EU parliament in Strasbourg -- The sensation - the founding of ScientistsForFuture -- Chapter 7: The Uprising -- The 15th of March - the day of the global strike -- "Everything must change" - a new foundation for the UN charter -- The occupation of London -- Part Two: The Adults Respond -- Contents -- Chapter 1: The Second Global Strike and the Preparations for the Week for Future -- Chapter 2: Smile For Future in Lausanne and Scientists for Future -- The meeting begins -- The European network and Mont Pelerin -- The fundamental conflict -- The curse and blessing of the scientists - the facts -- "Tipping points" and "feedback loops" - what is the state of the world? -- The curse and blessing of science - the conflict over the basic principles of Scientists For Future -- The basic principles for science and politics -- A strike and a farewell -- Chapter 3: The Week For Future -- "The house is on fire" - returning to Mynttorget -- The Week For Future, from the 20th to the 28th of September -- Chapter 4: COP25 in Madrid -- Changing direction -- The global group comes together -- The band of rebels doubles in size - the fossil fuel‐treaty idea and the three pillars of political change -- Components and processes of the fossil society - a system theory. , Changing democracy -- The basic model for making grassroots democratic decisions -- Chapter 5: Corona, BlackLivesMatter and the Climate Justice Movement -- Mynttorget is empty - the strike has been stopped -- BlackLivesMatter, racism, and justice -- What is intersectionality? A new perspective -- How much justice is there within the climate justice movements? -- Sustainability and democracy - a systemic approach -- What is the core of the new politics? The young activists and scientists write their manifestos -- The S4F statement on the new EU climate law -- Back at Mynttorget -- Chapter 6: Many Fights, One Heart - UprootTheSystem -- How is everything connected: forests, finance, and fuel? -- Deforestation and the life of the forests -- Humans as double creatures -- Back in the forest - "blah blah blah" -- Agriculture - the EU's CAP ("Common Agricultural Policy") -- The financial system -- Legislation and legal cases -- The Scientists For Future meet -- Substantial and formal democracy - a new approach -- Domination and care -- The outline of a solution -- The basic phenomenon -- Ronia, the Robber's Daughter -- The decisions of the German Constitutional Court and the EU: setbacks and progress -- People For Future and the "Theory of Change" -- The pinecones and the global strike -- The manifesto -- Chapter 7: The Idea of Social Movements and the Journey to Glasgow - What Is the Right Way to Live? -- The two worlds -- Challenges for movements -- How to change history -- The logic of substantial democracy - what is a grassroots movement? -- Challenges in Glasgow - unequal, but still equal -- The development of Fridays For Future -- How organisations can work together with children - new rules -- More than "civil society" -- The "blue zone" and the negotiations in the COP rooms -- Back from Glasgow - on questions about the class society. , What distinguishes transformative grassroots movements - a new theory (on social logic, organisation, and communication) -- Fear and (informal) power -- Can we delegate climate activism? -- The new year begins -- Chapter 8: The War, Fuel, and the Global Social Contract -- The war and the new world order -- Solidarity -- Ideas about a new order -- The Fossil Fuel Treaty group and the social contract -- A new scenario - the four secret rooms -- What about the UN Security Council? -- The idea of a second chamber - cosmopolitanism and global democracy -- Geoengineering: the balloon stays on the ground -- The five dimensions of convivialism -- Nature as property or as "commons" -- Two interpretations -- The poster, the police officer, and the UN conference -- Chapter 9: Education in Times of Crisis - Learning from Young People on the Way to "Centres of Sustainability" -- At the university - a story and a fundamental challenge -- The idea - sustainability centres as the core of education -- The rebellion of the scientists -- The core of a centre for sustainability - "regenerative metabolism" -- Back to Glasgow - the "Faculty For A Future" -- A tour through the rooms of the prototype centre -- Room 1: A different understanding of animals -- Room 2: The animal which can lose contact - the human spirit and imagination (the neuropsychological foundation of "being connected/democratic exchange") -- Room 3: The democratic animal - forming bonds (the socio‑psychological foundation of "being connected") -- Room 4: Nonviolent communication -- Room 5: Alexander Technique and improvisation (the physiological foundation of "being connected") -- Room 6: Creating social spaces democratically (the social foundation of "being connected" and meeting on equal footing). , Room 7: Sustainable exchange in all sectors and areas of work (the interactive foundation of "being connected").

Additional Edition: Print version: Fopp, David The Youth Climate Uprising Bielefeld : transcript Verlag,c2024 ISBN 9783837670318

Language: English

Keywords: Electronic books. ; Electronic books. ; Electronic books.

URL: Click to View

URL: JSTOR

URL: Click here to view book

URL: EBSCOhost

URL: JSTOR

URL: Click here to view book

URL: EBSCOhost

URL: Open Access

URL: Open Access

URL: Cover

URL: kostenfrei

UID:

Format: 1 online resource (163 pages)

Edition: 1st ed.

ISBN: 9789811551321

Series Statement: Economy and Social Inclusion Series

Note: Intro -- Foreword by Timothy Shriver -- Foreword by Mary Gu -- Foreword by William P. Alford -- Preface -- Contents -- About the Editors -- Getting Involved in Society -- Self-realization Through Work-Interview with Mr. ZL -- Lisp not Taken Seriously, Optimal Treatment Time Missed -- Excelling at Study and Enjoying Activities at Special School -- Self-reliant, Diligent, and Proactive, Taking Initiatives on the Job Market -- Shy but Longing for Love, Hard to Find Mrs. Right Through Matchmaking -- The Internet Broadens My World-Interview with Mr. D -- Lifelong Pity After Falling Down the Stairs -- Bittersweet Schooling Years -- Social Life and Brotherhood -- Smooth Work After Entering Workforce -- Strict Parents and Harmonious Family -- Wide Range of Interests Including Internet Surfing -- Longing for Love with Ups and Downs in Reality -- Interview with a Colleague of D and ZL (I) -- Interview with a Colleague of D and ZL (II) -- Observation of D and ZL at Work -- I Will Raise Him Up -- Interview with Mr. WY's Mother -- "The Big Head Baby" Has Strong Vitality -- Seeking Help from  Doctors or Buddha Without Giving Up -- Great Achievements from Hard Exercise -- Sunshine After the Rain-He Became the Monitor -- Big Progress After Getting in Touch with Society -- Interview with WY's Co-worker (I) -- WY Is Self-motivated -- Interview with WY's Co-worker (II) -- He's Like a Gentleman -- Interview with Mr. WY -- Observation of WY at Work -- Once a Supermarket Cashier -- Interview with Miss S's Mother -- Dangerous Childbirth -- Fragile and Listless Due to Illness -- Hard Days in the Kindergarten -- Study Late into the Night -- A Kind Teacher in Middle School -- Admitted to the CYL at a Specialized Secondary School -- Working Diligently at the Supermarket -- Applying for the Disability Certificate in Desperation -- Being A Monitor at the Sunshine Home. , Improved Health Thanks to Special Olympics -- Relatives Unable to Accept the Situation -- Yearning for a Carefree Future -- Interview with Miss S's Teacher (I) -- Interview with Miss S's Teacher (II) -- Interview with Miss S's Classmates -- Interview with Miss S -- Observation of Miss S at Sunshine Home -- Find the Courage to Face the World -- Interview with Miss Zengzeng Zhao's Mother -- A Child from a Previous Life -- Sad Departure of Dad -- Grateful to School for Zengzeng's Present -- Special Olympics Star Groomed in Communication -- Making Money to Support Mom -- Contented Life Together -- Interview with Zengzeng Zhao's Co-worker (I) -- Interview with Zengzeng Zhao's Co-worker (II) -- Interview with Zengzeng Zhao's Co-worker (III) -- Interview with Zengzeng Zhao -- Observation of Zengzeng Zhao at Work -- A Compilation of Aid Policies for Persons with Intellectual Disabilities in Shanghai City -- Definition and Classification of Intellectual Disability (ID) -- Educational Policies -- Children with Profound and Severe ID -- Children with Profound, Moderate, and Mild ID -- Policies on Social Relief and Aid -- Minors with Disabilities -- Adults with Disabilities -- Training and Employment.

Additional Edition: Print version: Alford, William P. An Oral History of the Special Olympics in China Volume 1 Singapore : Springer Singapore Pte. Limited,c2020 ISBN 9789811551314

Language: English

Keywords: Electronic books. ; Electronic books

URL: Click to View

URL: kostenfrei

URL: https://doi.org/10.1007/978-981-15-5132-1

URL: Click here to view book

URL: Queen's Online Resource (Queen's Staff and Students Only)

URL: Full-text  ((OIS Credentials Required))

URL: lizenzpflichtig

UID:

Format: 1 online resource (ix, 278 pages) : , digital, PDF file(s).

ISBN: 9781107262201 (ebook)

Content: In this groundbreaking and wide-ranging study, Teresa Michals explores why some books originally written for a mixed-age audience, such as Daniel Defoe's Robinson Crusoe, eventually became children's literature, while others, such as Samuel Richardson's Pamela, became adult novels. Michals considers how historically specific ideas about age shaped not only the readership of novels, but also the ways that characters are represented within them. Arguing that age is first understood through social status, and later through the ideal of psychological development, the book examines the new determination of authors at the end of the nineteenth century, such as Henry James, to write for an audience of adults only. In these novels and in their reception, a world of masters and servants became a world of adults and children.

Note: Title from publisher's bibliographic system (viewed on 05 Oct 2015). , 1. Introduction -- 2. Rewriting Robinson Crusoe: age and the island -- 3. Dating Pamela: Mr. B., Goody Two-Shoes, and the age of consent -- 4. Rational moralists, highland barbarians, and the taste for adventures -- 5. Educating Dickens: Old Boys, Little Mothers, and school time -- 6. 'The time of real amusement': Henry James and the cult of adulthood.

Additional Edition: Print version: ISBN 9781107048546

Language: English

URL: https://doi.org/10.1017/CBO9781107262201

URL: Volltext  (lizenzpflichtig)

UID:

Format: 1 online resource (155 pages)

Edition: 1st ed.

Note: Intro -- ACKNOWLEDGEMENTS -- ABBREVIATIONS AND ACRONYMS -- GLOSSARY OF TERMS -- EXECUTIVE SUMMARY -- chapter 1. INTRODUCTION -- 1.1 Objectives and scope of updated HCV guidelines -- 1.2 Related guidelines -- 1.3 Intended audience -- 1.4 Guiding principles -- chapter 2. BACKGROUND - EPIDEMIOLOGY AND NATURAL HISTORY -- 2.1 Epidemiology of hepatitis C virus infection and the challenge of HCV elimination -- 2.2 Natural history of HCV infection -- 2.3 Routes of transmission -- 2.4 Direct-acting antivirals -- chapter 3. METHODOLOGY AND PROCESS OF DEVELOPING THE GUIDELINES -- 3.2 WHO guideline development process (Web Annex 1) -- 3.3 Roles -- 3.4 Evidence that informed the recommendations -- 3.5 Grading of certainty of evidence and strength of recommendations -- 3.6 Formulation of recommendations -- 3.7 Declarations of interest and management of conflicts of interest -- 3.8 Dissemination and updating of the guidelines -- TREATMENT IN ADULTS, ADOLESCENTS AND CHILDREN -- CHAPTER 4. TREATMENT FOR ADULTS, ADOLESCENTS AND CHILDREN (≥3 YEARS) -- 4.1 New recommendations: Treatment of adolescents (12-17 years), older children (6-11 years) and younger children (3-5 years) and Existing 2018 recommendations for adults -- 4.2 Background -- 4.3 Summary of the evidence for treatment in adolscents and children (Web Annex 4A) -- 4.4 Rationale for the recommendations -- 4.5 Implementation considerations -- 4.6 Research gaps -- SIMPLIFIED SERVICE DELIVERY FOR A PUBLIC HEALTH APPROACH TO HCV TESTING, CARE AND TREATMENT -- CHAPTER 5. DECENTRALIZATION AND INTEGRATION -- 5.1 Recommendations: Decentralized and integrated HCV testing and treatment services -- 5.2 Background -- 5.3 Summary of evidence (Web Annex 5A) -- 5.4 Rationale for recommendation -- 5.5 Implementation considerations -- 5.6 Research gaps -- CHAPTER 6. TASK SHARING -- 6.1 Recommendation: task sharing. , 6.2 Background -- 6.3 Summary of the evidence (Web Annex 5A) -- 6.4 Rationale for the recommendations -- 6.5 Implementation considerations -- 6.6 Existing additional good practice principles for simplified service delivery (from 2018 HCV treatment guidelines) -- CHAPTER 7. IMPROVING THE UPTAKE OF TESTING AND LINKAGE TO CARE -- 7.1 Summary of existing and new recommendations on improving uptake of testing and linkage to care -- 7.2 Background -- 7.3 Summary of the evidence for three 2017 recommendations to promote testing and linkage -- 7.4 Rationale for the 2017 recommendations for three strategies to promote testing and linkage -- 7.5 Implementation considerations -- HCV DIAGNOSTICS -- CHAPTER 8. DETECTION OF VIRAEMIC HCV INFECTION TO GUIDE TREATMENT - New recommendations -- 8.1 Existing and new recommendations on detection of HCV viraemic infection -- 8.2 Background -- 8.3 Summary of evidence - POC HCV RNA NAT assays -- 8.4 Rationale for the recommendations - POC HCV RNA NAT assays -- 8.5 Summary of the evidence - laboratory-based HCV RNA NAT assays from 2017 hepatitis testing guidelines (4) -- 8.6 Rationale for the recommendations - lab-based HCV RNA assays -- 8.7 Implementation considerations for POC HCV RNA and laboratory-based HCV RNA assays -- 8.8 Research gaps -- CHAPTER 9. ASSESSMENT OF HCV TREATMENT RESPONSE - TEST OF CURE -- 9.1 Existing and new recommendations on assessment of HCV treatment response -- 9.2 Background -- 9.3 Summary of the evidence -- 9.4 Rationale for the recommendations -- 9.5 Implementation considerations -- 9.6 Research gaps -- CHAPTER 10. LABORATORY-BASED REFLEX TESTING AND REFLEX SAMPLE COLLECTION FOR HCV VIRAEMIA -- 10.1 New recommendation on reflex HCV RNA testing -- 10.2 Background -- 10.3 Summary of the evidence (Web Annex 10A1 and 10A2) -- 10.4 Rationale for the recommendations. , 10.5 Implementation considerations -- References.

Additional Edition: ISBN 92-4-005273-9

Language: English

Keywords: Electronic books.

URL: Click to View

UID:

Format: 1 online resource (318 pages)

Edition: 1st ed.

ISBN: 9783319500263

Note: Intro -- Foreword -- Preface -- Contents -- About the Author -- Brief History of HSCT Nursing: HSCT Nursing Through the Ages and Its Evolution -- Literature -- 1: JACIE and Quality Management in HSCT: Implications for Nursing -- 1.1 Background to JACIE -- 1.2 Preparing for JACIE Accreditation -- 1.2.1 Considerations -- 1.2.2 Implementing a Quality Management System -- 1.3 The JACIE Accreditation Process -- 1.3.1 Start Working with the Standards -- 1.3.2 Application for JACIE Accreditation -- 1.3.3 Arranging the Inspection Date -- 1.3.4 The Inspection -- 1.3.5 The Inspection Report -- 1.3.6 Corrections and Accreditation Award -- 1.3.7 Post JACIE Accreditation -- 1.4 JACIE Standards that Affect Nursing: Clinical and Collection -- 1.4.1 Staffing and Nursing (Table 1.2) -- 1.4.2 Training and Competencies (Tables 1.2 and 1.3) -- 1.4.3 Benefits of Quality Management (Table 1.3) -- 1.4.4 Audits (Table 1.3) -- 1.4.5 Reporting Adverse Events (Table 1.3) -- 1.4.6 Tracking of Collected Products (Table 1.3) -- 1.4.7 Common Deficiencies: 5th Edition of the JACIE Standards -- 1.5 JACIE: Implications on Nursing - The Nurse's Perspective -- 1.5.1 Results of the Survey -- 1.6 Results -- 1.7 Does the JACIE Process Have Any Implications for Nurses? -- 1.7.1 Implications: Staff Nurse's/Junior Nurse's Point of View -- 1.7.2 Implications: Ward Manager's Point of View Can Be Summarised as Follows -- 1.7.3 Implications: Clinical Nurse Specialist's Point of View Can Be Summarised as Follows -- 1.7.4 Implications: Quality Manager's Point of View Can Be Summarised as Follows -- 1.7.5 Implications: Nurse Coordinator's Point of View Can Be Summarised as Follows -- 1.8 Conclusion of the Survey -- 1.9 Discussion Points -- Appendix 1.1. Citations Classified in the Role of the Nurse -- References -- 2: HSCT: How Does It Work?. , 2.1 What Nurses Need to Know -- 2.1.1 Introduction -- 2.1.2 Aims of HSCT -- 2.1.3 Outcomes -- 2.1.4 Nursing Considerations -- 2.2 Different Types of HSCT -- 2.2.1 Autologous Haematopoietic Stem Cell Transplantation -- 2.2.2 Allogeneic Stem Cell Transplantation -- 2.2.2.1 Allogeneic Transplantation from HLA-Matched Related Donor (MRD) -- 2.2.2.2 Allogeneic from Unrelated Donor (MUD, MMUD) -- 2.2.2.3 Cord Blood Transplantation -- 2.2.2.4 Haploidentical Transplantation -- 2.2.2.5 Syngeneic Transplantation -- 2.3 The Stem Cell Sources -- 2.3.1 Peripheral Blood Stem Cells -- 2.3.2 Bone Marrow -- 2.3.3 Umbilical Cord Blood -- 2.3.4 HSCT Phases -- 2.3.4.1 Neutropenic Phase -- 2.4 Indications for Transplant in Malignant Disease -- 2.4.1 Indications for Allogeneic HSCT -- 2.4.2 Indications for Autologous HSCT -- 2.5 Indications for Transplant in Non-malignant Diseases in Children -- 2.5.1 Transplant in Primary Immunodeficiencies -- 2.5.2 Severe Combined Immunodeficiencies -- 2.5.3 Non-SCID Primary Immunodeficiencies -- 2.5.4 Newborn Screening -- 2.5.5 Inherited Bone Marrow Failure -- 2.5.6 Inherited Diseases: Inborn Errors of Metabolism -- References -- References for Indications for Transplant in Non-malignant Diseases in Children -- 3: Donor Selection -- 3.1 Introduction -- 3.2 Human Leukocyte Antigens -- 3.3 Eligibility for HLA Typing of Potential Related Donors -- 3.4 Algorithm of Donor Choice and Selection -- 3.4.1 Donor Selection -- 3.4.2 HLA Match -- 3.4.3 Cytomegalovirus (CMV) Status -- 3.4.4 Blood Group -- 3.4.5 Sex Match -- 3.4.6 Parity -- 3.4.7 Age -- 3.4.8 Donor Evaluation -- 3.5 Special Considerations -- 3.5.1 Screening of Elderly Donors -- 3.5.2 Screening of Paediatric Donors -- 3.5.3 Confidentiality -- 3.5.4 Donor Consent and Clearance -- 3.5.5 Stem Cell Source -- References. , 4: Transplant Preparation -- 4.1 The Role of Transplant Coordinator -- 4.2 Information and Consent -- 4.3 Information and Consents in the Paediatric Population -- 4.4 Role of Risk Assessment and Co-morbidity Scores -- 4.5 Fertility Preservation -- 4.6 Fertility Preservation in the Paediatric Population -- 4.6.1 Fertility Counselling -- 4.6.2 When? -- 4.6.3 Issues -- 4.6.4 Who? -- 4.6.5 Recommendations on Fertility Preservation for Girls and Young Women with Childhood Cancer -- 4.6.5.1 Menstruating Girls -- 4.6.5.2 All Girls Regardless of Maturational Stage -- 4.6.6 Recommendations on Fertility Preservation for Boys and Young Men with Childhood Cancer -- 4.6.6.1 Pubertal and Post-pubertal Males -- 4.6.6.2 Prepubertal Boys -- 4.6.7 Techniques -- 4.6.8 Fertility Preservation Options for Children and Young Adults with Distinction Between Established and Experimental Options -- 4.6.9 Sexuality in Adolescents and Young Adults -- 4.6.10 Conclusion -- 4.7 Transplant Workup -- 4.8 Venous Access Devices: Principles of Placement and Care -- 4.8.1 Vascular Access Devices -- 4.8.2 Care and Maintenance -- 4.8.3 Flushing and Locking -- 4.8.4 Securement -- 4.8.5 Occlusion -- 4.8.6 CVAD Removal -- 4.8.7 Pre-transplant Disease Assessment -- 4.9 The Advocacy Role of HSCT Nurses -- 4.10 Ethical Dilemmas -- 4.11 Ethical Issues in Minors -- References -- 5: Cell Source and Apheresis -- 5.1 Cell Source: Where Do We Get the Cells From? -- 5.1.1 Cell Collection -- 5.2 Mobilization of Stem Cells and Apheresis -- 5.2.1 Cytokines -- 5.2.2 The Role of CD34+ -- 5.2.3 Chemo-mobilization -- 5.2.4 Alternative Mobilization Strategies -- 5.2.5 PBSC Collection by Apheresis -- 5.3 Vascular Access -- 5.4 Adverse Reactions -- 5.4.1 Citrate Toxicity -- 5.4.2 Treatment -- 5.4.3 Hypovolemia -- 5.4.4 Risk Factors -- 5.4.5 Preventative Measures. , 5.4.6 Clinical Manifestations -- 5.4.7 Treatment -- 5.4.8 Thrombocytopenia -- 5.4.9 Treatment -- 5.5 Patient Assessment and Preparation -- 5.5.1 Medical Assessment -- 5.5.2 Patient Education -- 5.5.3 Donor Assessment and Preparation -- 5.6 Quality in Apheresis -- 5.6.1 Training and Competencies -- 5.7 Cell Source and Apheresis in the Pediatric Population -- 5.7.1 Introduction -- 5.7.2 Apheresis in Pediatric Population -- 5.7.3 Key Differences: Pediatric vs Adult -- 5.7.4 Ethical Dilemmas -- 5.7.5 Psychosocial Risks and Benefits -- References -- 6: Principles of Conditioning Therapy and Cell Infusion -- 6.1 Conditioning -- 6.2 Chemotherapy -- 6.2.1 Combination Chemotherapy -- 6.2.2 Cycles and Scheduling -- 6.2.3 Modes of Administration -- 6.2.4 Side Effects and Nursing Implications -- 6.3 Radiotherapy -- 6.3.1 Total Body Irradiation -- 6.3.2 Side Effects and Nursing Implications -- 6.4 Immunotherapy -- 6.4.1 Cancer Immunotherapy -- 6.4.1.1 Immune Checkpoint Blockade -- 6.4.1.2 Immune Cell Therapy -- 6.4.1.3 Therapeutic Antibodies -- 6.4.1.4 Therapeutic Cancer Vaccines -- 6.5 Paediatric Considerations -- 6.5.1 Chemotherapy -- 6.5.2 Total Body Irradiation -- 6.6 Stem Cell Infusion -- 6.6.1 Adverse Reactions -- 6.6.2 Nursing Care: Pre-, During and Post Stem Cell Infusion -- 6.6.2.1 Pre-infusion Assessment -- 6.6.2.2 During Stem Cell Infusion -- 6.6.2.3 Post Stem Cell Infusion -- 6.6.3 JACIE Standards -- References -- Further Reading -- 7: BMT Settings, Infection and Infection Control -- 7.1 Introduction -- 7.2 Viral Infections -- 7.2.1 Cytomegalovirus -- 7.2.1.1 Introduction -- 7.2.1.2 Presentation -- 7.2.1.3 Diagnosis -- 7.2.1.4 Monitoring and Surveillance -- 7.2.1.5 Treatment -- 7.2.2 EBV -- 7.2.2.1 Introduction -- 7.2.2.2 Presentation and Manifestations -- 7.2.2.3 Diagnosis -- 7.2.2.4 Monitoring. , 7.2.2.5 Treatment -- 7.2.3 HHV6 -- 7.2.3.1 Introduction -- 7.2.3.2 Risk -- 7.2.3.3 Presentation -- 7.2.3.4 Diagnosis -- 7.2.3.5 Treatment -- 7.2.4 Pneumocystis jirovecii -- 7.2.4.1 Introduction -- 7.2.4.2 Risk Factors -- 7.2.4.3 Presentation -- 7.2.4.4 Diagnosis -- 7.2.4.5 Treatment -- 7.2.5 Varicella Zoster Virus -- 7.2.5.1 Introduction -- 7.2.5.2 Risk Factors -- 7.2.5.3 Presentation -- 7.2.5.4 Diagnosis -- 7.2.5.5 Treatment -- 7.2.6 Adenovirus -- 7.2.6.1 Introduction -- 7.2.6.2 Risk Factors -- 7.2.6.3 Presentation -- 7.2.6.4 Diagnosis -- 7.2.6.5 Treatment -- 7.2.7 Hepatitis B -- 7.2.7.1 Background -- 7.2.7.2 Clinical Features -- 7.2.7.3 Treatment -- 7.2.7.4 Prevention -- 7.2.8 Hepatitis C -- 7.2.8.1 Background -- 7.2.8.2 Clinical Features -- 7.2.8.3 Treatment -- 7.2.8.4 Prevention -- 7.2.9 Emerging Infections (Hepatitis E) -- 7.2.9.1 Background -- 7.2.9.2 Clinical Features -- 7.2.9.3 HEV in Developing Countries -- 7.2.9.4 HEV in Developed Countries -- 7.2.9.5 Treatment -- 7.2.9.6 Prevention -- 7.2.10 Multiply-Resistant Bacteria: Reducing the Spread -- 7.2.10.1 Background -- 7.2.10.2 Contact Precautions -- 7.2.11 Gram-Positive Bacteria -- 7.2.11.1 Enterococci -- 7.2.11.2 Vancomycin-Resistant Enterococci (VRE) -- 7.2.11.3 Coagulase-Negative Staphylococcus (CNS) -- 7.2.11.4 Staphylococcus aureus -- 7.2.11.5 MRSA -- 7.2.11.6 Streptococcus viridans -- 7.2.11.7 Streptococcus pneumoniae -- 7.2.12 Gram-Negative Bacteria -- 7.2.12.1 Enterobacteriaceae -- 7.2.12.2 Klebsiella pneumoniae -- 7.2.12.3 Carbapenemase-Producing Klebsiella pneumoniae -- 7.2.12.4 Pseudomonas aeruginosa -- 7.2.12.5 Acinetobacter baumannii -- 7.2.13 Clostridium difficile -- 7.2.13.1 Background -- 7.2.13.2 Infection Control Management -- 7.2.13.3 Treatment -- 7.2.13.4 Faecal Microbiota Transplant. , 7.3 BMT Setting, Infection and Infection Control.

Additional Edition: Print version: Kenyon, Michelle The European Blood and Marrow Transplantation Textbook for Nurses Cham : Springer International Publishing AG,c2018 ISBN 9783319500256

Language: English

Keywords: Electronic books. ; Internet Resources. ; Portraits.

URL: Click to View

URL: kostenfrei

URL: OAPEN

URL: OAPEN

URL: ProQuest Ebook Central

URL: SpringerLink

URL: SpringerLink

URL: http://VH7QX3XE2P.search.serialssolutions.com/?V=1.0&L=VH7QX3XE2P&S=JCs&C=TC0001986823&T=marc&tab=BOOKS

URL: OAPEN  (Creative Commons License)

URL: https://link.springer.com/10.1007/978-3-319-50026-3

URL: View this content on BiblioBoard.

URL: Image  (Thumbnail cover image)

URL: Click here to view book

URL: Image  (Thumbnail cover image)

URL: https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9783319500263

URL: lizenzpflichtig

UID:

Format: 1 online resource (174 pages)

Edition: 1st ed.

ISBN: 9783030109738

Series Statement: SpringerBriefs in Population Studies

Note: Intro -- Acknowledgements -- Contents -- 1 Who Is Missing? Undercounts and Omissions in the U.S. Census -- 1.1 Introduction -- 1.2 Audience -- 1.3 Terminology -- 1.3.1 Net Undercounts, Omissions, and Hard-to-Count Populations -- 1.4 Perspectives on Differential Undercounts -- 1.5 Contents of This Book -- 1.6 Summary -- References -- 2 The Importance of Census Accuracy: Uses of Census Data -- 2.1 Introduction -- 2.2 Political Power -- 2.3 Distribution of Public Funds -- 2.3.1 Federal Distribution 2015-2030 Based on Census-Derived Figures -- 2.4 Population Estimates, Projections, and Surveys -- 2.5 Using Census Data for Planning -- 2.6 Use of Census Data in Business -- 2.7 Use of Census Data in Civil Rights Protection -- 2.8 Public Perceptions of Growth or Decline -- 2.9 Science and Scholarship -- 2.10 Census Planning -- 2.11 Summary -- References -- 3 Methodology Used to Measure Census Coverage -- 3.1 Introduction -- 3.2 Demographic Analysis Methodology -- 3.3 Dual-Systems Estimates Methodology -- 3.4 Strengths and Limitations of DA and DSE Methods -- 3.5 Consistencies and Inconsistencies Between DA and DSE Results -- 3.6 Measuring the Net Undercount by Race -- 3.7 Summary -- References -- 4 The Big Picture -- Fundamentals of Differential Undercounts -- 4.1 Introduction -- 4.2 Census Coverage Differentials by Age -- 4.3 Census Coverage Differentials by Sex -- 4.4 Census Coverage Differentials by Race -- 4.4.1 Hispanics -- 4.5 Census Coverage Differentials by Tenure -- 4.6 Other Groups Missed in the Census -- 4.7 Summary -- References -- 5 Census Coverage Differentials by Age -- 5.1 Introduction -- 5.2 Census Net Undercounts by Age -- 5.3 High Net Overcounts of College-Age Population -- 5.4 Net Overcounts of Elderly Population -- 5.5 Omissions in the 2010 Census -- 5.6 Trends Over Time -- 5.7 Summary -- References. , 6 Census Coverage Differentials by Sex -- 6.1 Introduction -- 6.2 Undercounts by Sex and Age -- 6.3 Undercount by Sex and Race -- 6.4 Net Undercount and Omissions Rates for Males and Females by Age and Tenure -- 6.5 Differential Census Coverage by Sex Over Time -- 6.6 Sex and Sexual Orientation -- 6.7 Summary -- References -- 7 Census Coverage of the Hispanic Population -- 7.1 Introduction -- 7.2 Net Undercount Rates of Hispanic Adults -- 7.3 Omissions Rates for Hispanics -- 7.4 Differences in Census Coverage by Tenure -- 7.5 Census Coverage of Hispanic Children Age 0-19 -- 7.6 Bilingual Questionnaires -- 7.7 Hispanic Trend Data from 1990 to 2010 -- 7.8 Census Coverage of Hispanic Subgroups -- 7.9 Summary -- References -- 8 Census Coverage of the Black Population -- 8.1 Introduction -- 8.2 Census Coverage of the Black Population by Age and Sex -- 8.3 Census Coverage of Black Children -- 8.4 Census Omissions Rates for the Black Population -- 8.5 Net Coverage by Tenure -- 8.6 Census Coverage of the Black Population Over Time -- 8.7 Summary -- References -- 9 Census Coverage of the Asian Population -- 9.1 Introduction -- 9.2 2010 Census Coverage of Asians Alone or in Combination by Age and Sex -- 9.3 Census 2010 Omissions Rates for Asians Alone or in Combination -- 9.4 Differential Undercounts of Asians by Tenure -- 9.5 Trend Data from 1990 to 2010 -- 9.6 Census Coverage of Asian Subgroups -- 9.7 Summary -- References -- 10 Census Coverage of American Indians and Alaskan Natives -- 10.1 Introduction -- 10.2 Undercount of American Indians and Alaskan Natives -- 10.3 Census Coverage on Reservations -- 10.4 Omissions Rates for American Indians and Alaskan Natives -- 10.5 Coverage of American Indians and Alaskan Natives by Tenure -- 10.6 Trend Data from 1990 to 2010 -- 10.7 Potential Addition of a Question on Citizenship -- 10.8 Summary -- References. , 11 Census Coverage of the Native Hawaiian or Pacific Islander Population -- 11.1 Introduction -- 11.2 Census Coverage of Native Hawaiian or Pacific Islanders Alone or in Combination -- 11.3 Census 2010 Omissions Rates for Native Hawaiian or Pacific Islanders Alone or in Combination and Non-Hispanic Whites Alone -- 11.4 Coverage of Native Hawaiian or Pacific Islanders Alone or in Combination by Tenure -- 11.5 Trend Data from 1990 to 2010 -- 11.6 Summary -- References -- 12 Undercount Differentials by Tenure -- 12.1 Introduction -- 12.2 Census Coverage by Tenure -- 12.3 Differential Census Coverage by Tenure, Race, and Hispanic Origin -- 12.4 Differential Omissions Rates by Tenure, Race, and Hispanic Origin -- 12.5 Net Coverage Rates Over Time by Tenure -- 12.6 Tenure and Socioeconomic Status -- 12.7 Summary -- References -- 13 Potential Explanations for Why People Are Missed in the U.S. Census -- 13.1 Introduction -- 13.2 What Is an Omission? -- 13.3 Broad Ideas About Why People Are Missed in the Census -- 13.4 People Missed in the Census Due to Failure of Steps in the Data Collection Process -- 13.5 Missing Households -- 13.6 People Omitted on Census Questionnaires that Are Returned -- 13.7 People Omitted in the Census Because of Confusion -- 13.8 Large and Complex Households -- 13.9 Confusion About What Types of People Should Be Included in the Census -- 13.10 People Deliberately Concealed -- 13.11 Barriers Posed by Questionnaire Design -- 13.12 People Missed Because of Estimation and Processing Errors -- 13.13 Summary -- References -- 14 Census Bureau Efforts to Eliminate Differential Undercounts -- 14.1 Introduction -- 14.2 Undercount Adjustment -- 14.3 Enhanced Outreach to Promote Participation in the Census -- 14.3.1 Paid Advertising -- 14.3.2 Census Bureau Partnership Program -- 14.3.3 Census in Schools. , 14.4 Changes to the Census-Taking Process -- 14.5 Census Costs and Coverage Differentials -- 14.6 The Emergence of Philanthropy -- 14.7 Summary -- References -- 15 Getting Ready for the 2020 Census -- 15.1 Introduction -- 15.2 Other Issues Hampering 2020 Census Planning -- 15.3 The 2020 Census and Differential Undercounts -- 15.4 Use of Administrative Records -- 15.5 Summary -- References -- 16 Summary -- 16.1 Introduction -- 16.2 Net Undercounts and Omissions -- 16.3 Cumulative Impact -- 16.4 The 2020 Census -- 16.5 What Can You Do?.

Additional Edition: Print version: O'Hare, William P. Differential Undercounts in the U. S. Census Cham : Springer International Publishing AG,c2019 ISBN 9783030109721

Language: English

Keywords: Electronic books. ; Electronic books

URL: Click to View

URL: ProQuest Ebook Central

URL: https://www.vlebooks.com/vleweb/product/openreader?id=none&isbn=9783030109738

URL: Full-text  ((OIS Credentials Required))

URL: lizenzpflichtig