Suchergebnisse

Article 1: Opioid-Related Factors Affecting Mortality in Indiana, USA Sariya Udayachalerm, PhD Candidate; David R. Foster, PharmD, FCCP; Jane Wang, PhD; Michael D. Murray, PharmD, MPH, FCCP, FISPEArticle 2: Opioid Overdose Mortalities: Are There Racial Disparities? Marwa Rawy, PharmD; Kevin Look, PhD; Betty Chewning, PhDArticle 3: Consequences of 2014 Legislation on Controlled Substance Dispensing Patterns and Utilization of the Indiana Prescription Drug Monitoring Program: A Three-Year Kristin R. Villa, PharmD, MS; Kimberly S. Plake, PhD, FAPhA; Alan J. Zillich, PharmD, FCCP Matthew M. Murawski, PhDArticle 4: Design of a Qualtrics Online Survey to Assess Prescription Drug Monitoring Program Use Using a Factorial Survey Design Brahmendra Reddy Viyyuri, PharmD; Matthew J Witry, PharmD, PhD; Barbara St. Marie, PhD, ANP-BC, GNP-BCArticle 5: Using the Theory of Planned Behavior to Explore Opioid Disposal Behaviors Arveen Kaur, PharmD, MPH; David A Mott, PhD, FAPhA, RPhArticle 6: Establishing Inter- Reliability for a Coding Protocol for Analyzing Video Recordings for Opioid Consults Between Pharmacy Students and Standardized Patients Tanvee Thakur, BPharm, MS; Betty Chewning, PhD

PH.D.EDUCATION ; This research examined the experience of inclusive education of young persons with physical and sensorial disability at further and higher education in Malta. Environmental, social and educational enabling/disabling factors of inclusive education were explored. Pragmatism was utilised as the underlying paradigm while critical realism, poststructuralism and critical disability theory were used as the interpretive frameworks of this epistemology. The social model of disability was applied to frame a position supporting disabled persons1. Stemming from Dewey's theory of experience (Dewey, 1938), an ontology of inclusive education as experienced by different stakeholders was studied. A mixed-methods research design was employed to understand the experience of inclusive education at secondary level in preparation for the transition to further education and during further/higher education. The feedback of fourteen secondary school disabled students was obtained through a questionnaire. Participatory observation and documentary analysis were carried out involving eight further education institutions and the University of Malta. Narratives were developed with four adolescents while following a course at further/higher education. Semi-structured interviews were conducted with twelve disabled adults, eleven academics at the University of Malta, nine administrators and eight representatives of entities related to inclusive education and disability. Eleven further education lecturers participated in four focus groups. The study presents an innovative data analysis and a pro-inclusion model. There is a disparity in the provision of inclusive education at policy and implementation levels. Inclusive education is a socially constructed phenomenon and its quality is affected by the extent a rights-based approach is enforced across the nested nuclei within society. Activism by disabled people creates an impetus for society to value diversity, democracy and social justice. This research examined the experience of inclusive education of young persons with physical and sensorial disability at further and higher education in Malta. Environmental, social and educational enabling/disabling factors of inclusive education were explored. Pragmatism was utilised as the underlying paradigm while critical realism, poststructuralism and critical disability theory were used as the interpretive frameworks of this epistemology. The social model of disability was applied to frame a position supporting disabled persons1. Stemming from Dewey's theory of experience (Dewey, 1938), an ontology of inclusive education as experienced by different stakeholders was studied. A mixed-methods research design was employed to understand the experience of inclusive education at secondary level in preparation for the transition to further education and during further/higher education. The feedback of fourteen secondary school disabled students was obtained through a questionnaire. Participatory observation and documentary analysis were carried out involving eight further education institutions and the University of Malta. Narratives were developed with four adolescents while following a course at further/higher education. Semi-structured interviews were conducted with twelve disabled adults, eleven academics at the University of Malta, nine administrators and eight representatives of entities related to inclusive education and disability. Eleven further education lecturers participated in four focus groups. The study presents an innovative data analysis and a proinclusion model. There is a disparity in the provision of inclusive education at policy and implementation levels. Inclusive education is a socially constructed phenomenon and its quality is affected by the extent a rights-based approach is enforced across the nested nuclei within society. Activism by disabled people creates an impetus for society to value diversity, democracy and social justice. ; N/A

La III Conferencia Regional de Educación Superior de América Latina y el Caribe refrenda los acuerdos alcanzados en las Declaraciones de la Reunión de la Habana (Cuba) de 1996, la Conferencia Mundial de Educación Superior de París (Francia) de 1998 y de la Conferencia Regional de Educación Superior celebrada en Cartagena de Indias (Colombia) en 2008 y reafirma el postulado de la Educación Superior como un bien público social, un derecho humano y universal, y un deber de los Estados. Estos principios se fundan en la convicción profunda de que el acceso, el uso y la democratización del conocimiento es un bien social, colectivo y estratégico, esencial para poder garantizar los derechos humanos básicos e imprescindibles para el buen vivir de nuestros pueblos, la construcción de una ciudadanía plena, la emancipación social y la integración regional solidaria latinoamericana y caribeña.

A III Conferência Regional de Educação Superior da América Latina e do Caribe ratifica os acordos alcançados nas Declarações da Reunião da Havana (Cuba) de 1996, na Conferência Mundial de Educação Superior de Paris (França) de 1998 e na Conferência Regional de Educação Superior celebrada em Cartagena das Índias (Colômbia) em 2008 e reafirma o postulado da Educação Superior como um bem público social, um direito humano e universal, e um dever dos Estados. Estes princípios se fundam na convicção profunda de que o acesso, o uso e a democratização do conhecimento é um bem social, coletivo e estratégico, essencial para poder garantir os direitos humanos básicos e imprescindíveis para o bem-estar dos nossos povos, a construção de uma cidadania plena, a emancipação social e a integração regional solidária latino-americana e caribenha.

The Third Regional Conference on Higher Education for Latin America and the Caribbean endorses the agreements reached in the Declarations adopted in the Regional Conference held in La Habana (Cuba) in 1996, the World Conference on Higher Education in Paris (France) in 1998, and the Regional Conference on Higher Education held in Cartagena de Indias (Colombia) in 2008 while reasserting the principle that considers that Higher Education is a common public good, a universal human right which should be ensured by all States. These principles are based on the deep conviction that the access to, and use and democratization of knowledge is a collective, strategic social asset essential to guarantee the basic human rights and the wellbeing of our peoples, the construction of full citizenship, the social emancipation, and the regional integration with solidarity of Latin America and the Caribbean.

The Third Regional Conference on Higher Education for Latin America and the Caribbean endorses the agreements reached in the Declarations adopted in the Regional Conference held in La Habana (Cuba) in 1996, the World Conference on Higher Education in Paris (France) in 1998, and the Regional Conference on Higher Education held in Cartagena de Indias (Colombia) in 2008 while reasserting the principle that considers that Higher Education is a common public good, a universal human right which should be ensured by all States. These principles are based on the deep conviction that the access to, and use and democratization of knowledge is a collective, strategic social asset essential to guarantee the basic human rights and the wellbeing of our peoples, the construction of full citizenship, the social emancipation, and the regional integration with solidarity of Latin America and the Caribbean.

La III Conferencia Regional de Educación Superior de América Latina y el Caribe refrenda los acuerdos alcanzados en las Declaraciones de la Reunión de la Habana (Cuba) de 1996, la Conferencia Mundial de Educación Superior de París (Francia) de 1998 y de la Conferencia Regional de Educación Superior celebrada en Cartagena de Indias (Colombia) en 2008 y reafirma el postulado de la Educación Superior como un bien público social, un derecho humano y universal, y un deber de los Estados. Estos principios se fundan en la convicción profunda de que el acceso, el uso y la democratización del conocimiento es un bien social, colectivo y estratégico, esencial para poder garantizar los derechos humanos básicos e imprescindibles para el buen vivir de nuestros pueblos, la construcción de una ciudadanía plena, la emancipación social y la integración regional solidaria latinoamericana y caribeña.

Die digitale Transformation hat weite Teile der Gesellschaft erreicht und stellt Wirtschaft, Politik und Verwaltung vor enorme Herausforderungen. Neue Organisationsstrukturen und -strategien sowie neue Formen der Zusammenarbeit entstehen. Die Veränderungsprozesse betreffen die Industrie ebenso wie die Verwaltung. Zudem bestätigt die Wissenschaft neue Geschäftsmodelle, neue Berufsbilder, neue Kommunikationswege. Die GeNeMe 2018 untersucht innovative Praktiken in Wirtschaft, Politik sowie Verwaltung und benennt Bedarfe für die Forschung zu Methoden und Werkzeugen der digitalen Ökonomie – verlangt doch gerade die wissensbasierte Zusammenarbeit in Online-Gemeinschaften (Online Communities) nach einer interpretationsstarken Analyse. (DIPF/Orig.)