LEADER 05686nam 2200709 450 001 9910460878003321 005 20200520144314.0 010 $a1-4648-0595-4 035 $a(CKB)3710000000436076 035 $a(EBL)2081826 035 $a(SSID)ssj0001529580 035 $a(PQKBManifestationID)11792574 035 $a(PQKBTitleCode)TC0001529580 035 $a(PQKBWorkID)11523434 035 $a(PQKB)11420057 035 $a(MiAaPQ)EBC2081826 035 $a(Au-PeEL)EBL2081826 035 $a(CaPaEBR)ebr11069096 035 $a(CaONFJC)MIL803547 035 $a(OCoLC)905802008 035 $a(EXLCZ)993710000000436076 100 $a20150711h20152015 uy 0 101 0 $aeng 135 $aurcnu|||||||| 181 $ctxt 182 $cc 183 $acr 200 10$aHealth workforce in latin America and the Caribbean $ean analysis of Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay /$fCarmen Carpio and Natalia Santiago Bench 210 1$aWashington, District of Columbia :$cThe World Bank,$d2015. 210 4$dİ2015 215 $a1 online resource (133 p.) 225 1 $aDirections in Development : Human Development 300 $aDescription based upon print version of record. 311 $a1-4648-0594-6 320 $aIncludes bibliographical references. 327 $aFront Cover; Contents; Acknowledgments; About the Authors; Abbreviations; Executive Summary; Introduction; Overview; Objective and Scope; Methodology; Framework for Analysis; Table I.1; Frequency Distribution for One or More Key HRH Search Themes Addressed in Reviewed Articles; Tables; Note; References; Chapter 1 The Global Health Workforce; Table 1.1; Health Workforce Density per 10,000 Population, by Region, 2005-12; Table 1.2; Health Workforce Density per 10,000 Population, by Income Group, 2005-12; References; Chapter 2 Health Sector Overview in the Six Focus Countries; Introduction 327 $aCountry Snapshots Comparative Country Overview; Table 2.1; Demographic and Socioeconomic Indicators, Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay, Various Years; Health Outcomes across Countries; Table 2.2;Health Outcome Indicators, Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay, Various Years; Table 2.3; Key HRH Indicators, Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay, Various Years; Notes; References; Chapter 3 Financing of the Health Workforce; Introduction; Financing of the Health Systems 327 $aTable 3.1; Health Expenditure Indicators, Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay, Latest Available Data Contracting and Payment Mechanisms for Health Workers; Salary Levels of Health Providers; Figure 3.1; Average Salaries for Professionals with Undergraduate Degrees, Specialist Degrees, Master's Degrees, and Doctorate Degrees, Colombia, 2007-10; Figures; Table 3.2; Base and Average Monthly Salary Scale for Health Professionals at the Ministry of Health, Panama, 2014; Financial Incentives for Health Workers; Figure 3.2; Type of Incentive Offered to Health Workers, Colombia, 2007 327 $aTable 3.3; Salary Incentives for Health Professionals (as Set by Law No. 6836), Costa Rica Box 3.1; How Are Physician Salaries Determined in Uruguay's Private Sector?; Boxes; Notes; References; Chapter 4 Organization of the Health Workforce; Introduction; Skill Mix; Table 4.1 ; Numbers of Health Professionals per 10,000 Population, by Category, Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay, 2013; Figure 4.1; Distribution of Doctors and Nurses, by Level of Care, Panama, 2014; Training of Health Care Providers 327 $aFigure 4.2; Undergraduate and Graduate Health Programs, by Municipality, Colombia, 2011 Table 4.2; Trend in the Ratio of Graduating Students to Enrolling Students in the School of Medicine, Uruguay, 1995-2005; Table 4.3; Number of Universities That Have Registered Career Programs with the Accreditation Council and Their Accreditation Status, Peru, 2014; Distribution and Assignment of Health Care Providers; Box 4.1; The HRH Accreditation Process in Colombia and Costa Rica; Figure 4.3; Distribution of Health Specialists, by Urban and Rural Areas, Colombia, 2003 327 $aTable 4.4; HRH Density (Doctors Plus Nurses per 10,000 Population), by Province, Panama, 2001-11 330 $aThis report provides a status update on the human resources for health (HRH) sub-system in six Latin American and Caribbean countries: Colombia, Costa Rica, Jamaica, Panama, Peru, and Uruguay. The report structures its discussion around how the health workforce is financed, organized, managed, regulated, and performing. In the area of financing, the study presents the variety of contracting mechanisms, salary levels, and financial incentives offered across the countries and their role in being able to attract and retain health workers. On the organization of the HRH sub-system, the report look 410 0$aDirections in development (Washington, D.C.) 606 $aMedical personnel$zUnited States 606 $aMedical personnel$zCaribbean Area 606 $aPublic health personnel$zCaribbean Area 606 $aMedical personnel$zPeru 608 $aElectronic books. 615 0$aMedical personnel 615 0$aMedical personnel 615 0$aPublic health personnel 615 0$aMedical personnel 676 $a331.7/6161069 700 $aCarpio$b Carmen$0914055 702 $aSantiago Bench$b Natalia 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910460878003321 996 $aHealth workforce in latin America and the Caribbean$92047897 997 $aUNINA LEADER 05863nam 2200709 450 001 9910463691303321 005 20200909225244.0 010 $a90-272-6986-6 035 $a(CKB)2670000000601744 035 $a(EBL)1987942 035 $a(SSID)ssj0001437684 035 $a(PQKBManifestationID)12540786 035 $a(PQKBTitleCode)TC0001437684 035 $a(PQKBWorkID)11373199 035 $a(PQKB)10734288 035 $a(MiAaPQ)EBC1987942 035 $a(Au-PeEL)EBL1987942 035 $a(CaPaEBR)ebr11041581 035 $a(CaONFJC)MIL751367 035 $a(OCoLC)905992544 035 $a(EXLCZ)992670000000601744 100 $a20150416h20152015 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aCognitive linguistics and lexical change $emotion verbs from Latin to Romance /$fNatalya I. Stolova, Colgate University 210 1$aAmsterdam, The Netherlands ;$aPhiladelphia, Pennsylvania :$cJohn Benjamins Publishing Company,$d2015. 210 4$dİ2015 215 $a1 online resource (269 p.) 225 1 $aAmsterdam Studies in the theory and History of Linguistic Science. Series IV, Current Issues in Linguistic Theory,$x0304-0763 300 $aDescription based upon print version of record. 311 $a90-272-4850-8 311 $a1-336-20081-2 320 $aIncludes bibliographical references and indexes. 327 $aCOGNITIVE LINGUISTICS AND LEXICAL CHANGE; Editorial page; Title page; Lcc data; Table of contents; Preface & Acknowledgments ; Chapter 1. Objectives and key concepts ; 1.1 Goals of the present study ; 1.2 Motion verbs in the Romance language family ; 1.3 Levels of lexical change: Onomasiology and semasiology ; 1.4 The historical cognitive linguistics framework as a new type of diachrony ; Chapter 2. Cognitive onomasiology and cognitive typology of motion encoding ; 2.1 Cognitive onomasiology ; 2.2 Cognitive typology of motion encoding ; Chapter 3. Latin and Romance verb biographies 327 $a3.1 Generic motion 3.2 Direction-specific motion ; 3.2.1 Movement toward and/or reaching a particular location ; 3.2.2 Movement away from a particular location ; 3.2.3 Movement inside ; 3.2.4 Movement outside ; 3.2.5 Movement upward ; 3.2.6 Movement downward ; 3.3 Manner-specific motion ; 3.3.1 Movement on foot by taking steps ; 3.3.2 Swift movement on foot ; 3.3.3 Movement by springing off the ground ; 3.4 Biographical overview ; Chapter 4. Patterns of onomasiological continuity and change from Latin to Romance ; 4.1 Lexical continuity and lexical loss from Latin to Romance 327 $a4.2 Romance innovative lexical creation 4.3 Latin and Romance motion verbs as part of constructions ; Chapter 5. Cognitive semasiology and conceptual metaphor theory ; 5.1 Conceptual metaphor and motion source domain ; 5.2 Conceptual metaphor and the evolution of the Romance languages ; Chapter 6. Semantic continuity and loss from Latin to Romance ; 6.1 Motion-based mappings shared by Latin and Romance ; 6.1.1 change is motion ; 6.1.2 a stage in an action is a location along the path ; 6.1.3 purposes are destinations ; 6.1.4 originating is motion ; 6.1.5 existence is motion 327 $a6.1.6 disappearing is motion 6.1.7 linear scales are paths ; 6.1.8 amount is verticality, more is up, less is down ; 6.1.9 progress is vertical movement, good is up, bad is down ; 6.1.10 manner of action is manner of motion ; 6.1.11 speed of action is speed of motion ; 6.1.12 omitting is jumping ; 6.1.13 deviation is motion ; 6.1.14 form is motion ; 6.1.15 change in size is motion ; 6.1.16 shape is motion ; 6.1.17 placement is motion ; 6.1.18 similarity is motion ; 6.1.19 diffusion is motion ; 6.1.20 possession is motion ; 6.1.21 time is motion: time is something moving 327 $a6.1.22 time is motion: time is a landscape we move through, time is a landscape in which events are located 6.1.23 selection is motion ; 6.1.24 thinking is moving in the ideascape: reasoning is following a path ; 6.1.25 thinking is moving in the ideascape: ideas are moving objects ; 6.2 Motion-based semantic continuity and loss within a wider context ; Chapter 7. Romance innovative semantic developments ; 7.1 Pan-Romance semantic innovations ; 7.2 Language-specific semantic innovations ; 7.3 Semantic innovations through borrowing ; 7.4 Written evidence and the latent state 327 $a7.5 Motion-based semantic innovations within a wider context 330 $aThis monograph offers the first in-depth lexical and semantic analysis of motion verbs in their development from Latin to nine Romance languages - Spanish, French, Italian, Portuguese, Romanian, Catalan, Occitan, Sardinian, and Raeto-Romance - demonstrating that the patterns of innovation and continuity attested in the data can be accounted for in cognitive linguistic terms. At the same time, the study illustrates how the insights gained from Latin and Romance historical data have profound implications for the cognitive approaches to language - in particular, for Leonard Talmy's motion-framing 410 0$aAmsterdam studies in the theory and history of linguistic science.$nSeries IV,$pCurrent issues in linguistic theory. 606 $aRomance languages$xVerb 606 $aMotion$vTerminology 606 $aLatin language$xInfluence on Romance 606 $aHistorical linguistics 608 $aElectronic books. 615 0$aRomance languages$xVerb. 615 0$aMotion 615 0$aLatin language$xInfluence on Romance. 615 0$aHistorical linguistics. 676 $a440/.0456 700 $aStolova$b Natalya I.$0920709 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463691303321 996 $aCognitive linguistics and lexical change$92064924 997 $aUNINA LEADER 01792nam 2200349 450 001 996532959103316 005 20230626152818.0 035 $a(CKB)5470000002600953 035 $a(NjHacI)995470000002600953 035 $a(EXLCZ)995470000002600953 100 $a20230626d2013 uy 0 101 0 $ager 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 14$aDas Arztrechtliche System als Grenze der arbeitsteiligen Medizin $ezugleich ein Beitrag zur privatrechtsdogmatischen Integration des Arztrechts /$fBenedikt Ballhausen 210 1$aGo?ttingen :$cUniversita?tsverlag Go?ttingen,$d2013. 210 4$dİ2013 215 $a1 online resource (328 pages) 320 $aIncludes bibliographical references and index. 330 $aModern medicine is increasingly characterised by the division of labour. Therefore, this process as well as the concepts of delegation and substitution need to be clarified on a juridical basis. Accordingly, this dissertation is an approach to answer relevant questions of medical law, such as: Which concrete medical processes can be carried out based on the division of labour without risking legal steps regarding liability or pay to be taken? Based on distinct principles of medical law, the author thus develops a systematic framework for the division of medical labour. In this regard, an applicable and simultaneously docmatically substantiated method is focussed. 606 $aLaw 615 0$aLaw. 676 $a340 700 $aBallhausen$b Benedikt$0802000 801 0$bNjHacI 801 1$bNjHacl 906 $aBOOK 912 $a996532959103316 996 $aDas arztrechtliche system als Grenze der arbeitsteiligen Medizin$92182312 997 $aUNISA LEADER 01878oam 2200433 450 001 9910815656803321 005 20190911112725.0 010 $a1-941316-81-6 035 $a(OCoLC)953697309 035 $a(MiFhGG)GVRL9IXO 035 $a(EXLCZ)993710000001410917 100 $a20150113h20152015 uy 0 101 0 $aeng 135 $aurun|---uuuua 181 $2rdacontent 182 $2rdamedia 183 $2rdacarrier 200 14$aThe BSCS 5E instructional model $ecreating teachable moments /$fRodger W. Bybee 210 1$aArlington, Virginia :$cNSTA Press, National Science Teachers Association,$d[2015] 210 4$d?2015 215 $a1 online resource (xv, 126 pages) $cillustrations 225 0 $aGale eBooks 300 $aIncludes index. 311 $a1-941316-00-X 320 $aIncludes bibliographical references and index. 327 $aEngage -- Explore -- Explain -- Elaborate -- Evaluate. 330 $aThis book will help you create more teachable moments in your classroom through the use of the five phases of the BCBS model: engage, explore, explain, elaborate, and evaluate. It also explores the historical idea of what can be considered instructional models and education research that supports them; explains how to connect the model to NGSS, STEM education, and 21st-century skills; and weaves a narrative that encompasses education research and the psychology of learning. 606 $aScience$xStudy and teaching (Elementary) 606 $aScience$xStudy and teaching (Secondary) 615 0$aScience$xStudy and teaching (Elementary) 615 0$aScience$xStudy and teaching (Secondary) 676 $a507.1/2 700 $aBybee$b Rodger W.$0928399 801 0$bMiFhGG 801 1$bMiFhGG 906 $aBOOK 912 $a9910815656803321 996 $aThe BSCS 5E instructional model$94060152 997 $aUNINA