DOCSLIB.ORG

New Mexico Driver Education Curriculum

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
New Mexico Driver Education Curriculum New Mexico Driver Education Curriculum April, 2014 Edition Published by New Mexico Department of Transportation Traffic Safety Division PO Box 1149, 604 West San Mateo Santa Fe, NM 87504-1149 (505) 827-0427 and The University of New Mexico Division of Continuing Education Business & Technology Division 1634 University Blvd NE, Albuquerque, NM 87131 (505) 277-0077 Introduction The direct purpose of this manual is to help New Mexico driving instructors teach their students that driving is a privilege not a right. Driving places an enormous responsibility on everyone who operates a motor vehicle including experienced drivers. The indirect purpose of this manual is to prevent traffic crashes and reduce the number of injuries and fatalities when crashes do occur. To comprehend what a daunting task that is, let’s review the 2011 New Mexico Crash Facts, courtesy of the UNM New Mexico Geospatial and Population Studies Traffic Research Unit. (See: http://www.unm.edu/~dgrint/reports/annual/ar2011.pdf) 2011 New Mexico Crash Facts 5% of New Mexico’s population was in a crash. 5% of all New Mexico’s registered vehicles were in a crash. 4% of all New Mexico’s licensed drivers were in a crash. 1% of crashes resulted in a fatality. 29% of crashes resulted in an injury. 98% of motorcyclists who died in a crash were not wearing a helmet. 8.9% of unbelted passenger vehicle occupants in crashes were killed compared to only 0.1% of belted passenger vehicle occupants in crashes. Alcohol-involved drivers in crashes were 2.6 times more likely to be male than female. The top contributing factors to crashes were: Driver inattention (24%) Failure to yield (14%) Following too closely (11%) The top contributing factors to fatalities were: Alcohol/Drug-involved (42%) Driver inattention (12%) Excessive speed (9%) In an average day in New Mexico, there were 118 crashes that involved 309 people, with 51 people injured and 1 person killed. A motor vehicle crash occurred every 12 minutes. A crash occurred in Bernalillo County every 30 minutes. A person was injured in a crash every 30 minutes. A distracted driver crash occurred every hour. An alcohol-involved crash occurred every 4 hours. A person was killed or injured in an alcohol-involved crash every 5 hours. A semi/large truck was in a crash every 6 hours. A motorcycle was involved in a crash every 7 hours. A bicyclist was hit by a vehicle every 24 hours. A pedestrian was hit by a vehicle every 24 hours. A person was killed in a crash every 24 hours. Driving instructors not only teach motor skills and the rules of the road, but the culture of the road as well. By helping their students develop respect for other drivers and road users and an attitude of cooperation rather than competition, new drivers may become safer, more courteous drivers, and end up in fewer crashes. Like many skills that we learn, good driving habits can only become ingrained by practice, practice and more practice. We’d like for you, the driving instructor, to be that voice in your student drivers’ heads that keeps them calm, gives them confidence, and advises them on the right way to make that turn or drive through that construction zone long after class is over. You can have a tremendous influence on how your students will behave once they’ve gotten their licenses. We hope that you will use this opportunity to make future generations of New Mexican drivers better that the last, until drunk driving and driving without a seat belt are a thing of the past. Good luck and carry on! New Mexico Driver Education Curriculum Table of Contents Chapter 1: The Basics: Equipment and Car Control Unit 1: Objectives………………………………………………………….. 1-1 The Course Outline……………………………………………………... 1-1 Section One: The basics……………..…………………………….. 1-1 Driving Section Two: Moving down the road……………………………… 1-7 Task Suggested Review Questions………………………………………. 1-11 Resources……………………………..……………………………. 1-12 New Mexico Laws…………………………………………………. 1-12 Chapter 2: Defensive Driving Techniques Objectives………………………………………………………….. 2-1 Course Outline……………………………………………………... 2-2 Section One: Ten Common Driving Errors……………………....... 2-2 Section Two: Defensive Driving Concepts and Techniques……..... 2-2 Section Three: Communicate with Other Drivers…………………. 2-3 Section Four: Speeding…………………………………………….. 2-5 Section Five: Parking………………………………………………. 2-6 Section Six: Road and Weather Conditions………………………... 2-7 Section Seven: Car Safety Measures………………………………. 2-7 Section Eight: Signs and Roadway Markings……………………… 2-8 Suggested Review Questions………………………………………. 2-11 Resources…………………………………………………………... 2-13 New Mexico Laws…………………………………………………. 2-14 Chapter 3: Crashes and Other Roadside Emergencies Objectives………………………………………………………….. 3-1 Course Outline……………………………………………………... 3-1 Section One: Introduction…………………….................................. 3-1 Section Two: Roadside Emergencies……........................................ 3-2 Section Three: Crashes, Injury and Death……….………………… 3-2 Section Four: Mandatory Minimum Insurance…………………….. 3-3 Section Five: If the Driver Comes Upon a Crash………………….. 3-3 Section Six: NM Move Over Law……………………….………… 3-4 Suggested Review Questions………………………………………. 3-5 New Mexico Laws…………………………………………………. 3-6 Table of Contents i Chapter 4: Sharing the Road Objectives………………………………………………………….. 4-1 Course Outline……………………………………………………... 4-2 Section One: Pedestrians………………………….……………...... 4-3 Section Two: Bicycles……………..……....…................................ 4-3 Section Three: Motorcycles……………..……....…....................... 4-3 Section Four: Large Trucks and Buses…………….………………. 4-4 Section Five: Trains………………………………………………... 4-5 Section Six: Work Zones…………………………………………... 4-6 Suggested Review Questions…………………….……………….…4-7 Resources…………………………………………………………... 4-8 New Mexico Laws…………………………………………………. 4-9 Chapter 5: Characteristics of Good Drivers Unit 2: Objectives………………………………………………………….. 5-1 The Course Outline……………………………………………………... 5-2 Section One: Physical Skills………………..……………............... 5-2 Driver Section Two: Mental Skills and Attitudes…..…….......................... 5-2 Section Three: Social Skills………………………………………... 5-5 Section Four: Emotional Process…………………………………... 5-5 Section Five: Student Driver Checklist……………………………. 5-6 Student Driver Checklist…………………………………………… 5-7 Teaching Tips……………………………………………………… 5-8 Suggested Review Questions………………………………………. 5-9 Resources…………………………………………………………... 5-11 Tip Sheet for Parents……………………………………………….. 5-12 Chapter 6: Challenges to Good Driving Objectives………………………………………………………….. 6-1 Course Outline……………………………………………………... 6-1 Section One: Stress…………………………..…………….............. 6-1 Section Two: Fatigue……..……………..……................................ 6-2 Section Three: Physical Limitations………………………………. 6-3 Section Four: Distraction and Inattention…………………………. 6-4 Section Five: Aggressive Driving and “Road Rage”……………... 6-6 Suggested Review Questions ……………………………………... 6-7 Resources…………………………………………………………... 6-8 Table of Contents ii Chapter 7: Driving Under the Influence Objectives………………………………………………………….. 7-1 Course Outline……………………………………………………... 7-1 Section One: Description of the Problem……….……………......... 7-1 Section Two: Attitudes about Driving after Drinking...................... 7-2 Section Three: Effects of Impaired States of Alertness……………. 7-2 Section Four: Why do People Drink?………………………….…... 7-3 Section Five: Health Effects of Heavy and Chronic Drinking….…. 7-3 Section Six: Driving Under the Influence of Alcohol & Other Drugs7-3 Section Seven: Overview of the Laws and the DWI Process……… 7-5 Section Eight: Reporting a Drunk Driver………………….………. 7-6 Activity: Victim for an Hour………………………………………. 7-7 Suggested Review Questions……………………………………… 7-9 Resources…………………………………………………………... 7-11 New Mexico Laws…………………………………………………. 7-12 Unit 3: Chapter 8: Licensing Objectives………………………………………………………….. 8-1 The Course Outline……………………………………………………... 8-1 Section One: Introduction………….……….……………................ 8-1 Driving Section Two: Graduated Drivers’ Licensing……............................ 8-1 Environ- Section Three: Suspension & Revocation……..…………………... 8-3 New Mexico Laws…………………………………………………. 8-6 ment New Mexico Regulations…………………………………………... 8-26 Chapter 9: Adverse Driving Conditions Objectives………………………………………………………….. 9-1 Course Outline……………………………………………………... 9-1 Section One: Introduction..……..……….…………........................ 9-1 Section Two: Driving in Adverse Conditions…............................... 9-2 Section Three: Crossing the Border…............................................. 9-4 Section Four: Driving on Tribal Lands …………………….……….9-5 Section Five: Driving on Federal Lands………...………….……….9-5 Suggested Review Questions ……………………………………... 9-6 Resources…………………………………………………………... 9-7 Chapter 10: Highway and Traffic Engineering Objectives………………………………………………………….. 10-1 Course Outline……………………………………………………... 10-1 Section One: Design and Engineering Standards…………….......... 10-1 Section Two: Geometric Design………………................................ 10-2 Table of Contents iii Section Three: Functional Classification……….………………….. 10-2 Section Four: Design Speed…..……………………………............ 10-2 Section Five: Specific Design Features Relevant to Driving……… 10-3 Section Six: Traffic Control Devices………………………………. 10-4 Section Seven: Regulatory Signs…………………….…………….. 10-5 Section Eight: Warning Signs……………………………………… 10-6 Section Nine: Guide Signs…………………………………………. 10-9 Section Ten: Pavement Markings………………………………….. 10-10 Section Eleven: Traffic Signals…………………………………….
Load more

Recommended publications
  • A Scoping Review of Physical Activity and Screen Time Guidelines for Use
    Virgara et al. BMC Pediatrics (2020) 20:463 https://doi.org/10.1186/s12887-020-02352-x RESEARCH ARTICLE Open Access A scoping review of physical activity and screen time guidelines for use in Outside School Hours Care Rosa Virgara1* , Lucy Lewis2, Anna Phillips1, Mandy Richardson3 and Carol Maher1 Abstract Background: Globally, millions of children attend Outside School Hours Care. Children’s activity in this setting is critical to meeting daily physical activity recommendations. Guidelines are evidence-based statements intended to optimise practice. This study aimed to identify guidelines used in Outside School Hours Care for physical activity and screen time and summarise their content and methods of development. Methods: Outside School Hours Care guidelines for children aged 5 to 12 years were identified by systematically searching Medline, Emcare, Embase, Scopus, ERIC, Sportsdiscus, TROVE, ProQuest, UpToDate, NICE, SIGN and Google in accordance with PRISMA-ScR guidelines. The search was conducted in March 2019 and results screened independently by two authors. Data were synthesized narratively. Results: Nine guideline documents were identified from grey literature only (n = 8 USA, n = 1 Canada). The included guidelines focused predominantly on the after school care period (n =9vsn = 2 for the before school period). All had recommendations for physical activity, whilst 7 included screen time recommendations. There was considerable variability across the physical activity and screen time recommendations, though taken together, they recommended 30–60 min of moderate- to- vigorous physical activity and less than 60 min of recreational screen time per session. All guidelines were developed by expert/stakeholder panels, but none followed rigorous guideline development methods.
    [Show full text]
  • Wisconsin VTAE Pipefitting Apprenticeship Curriculum
    DOCUMENT RESUME ED 330 855 CE 057 615 TITLE Wisconsin VTAE Pipefitting Apprenticeship Curriculum. Instructor Guide, Apprentice Guide, andWisconsin VTAE Pipefitting Competency Profile. INSTITUTION Northeast Wisconsin Technical Inst., Green Bay. SPONS AGENCY Wisconsin State Board of Vocational, Technical, and Adult Education, Madison. PUB DATE 89 NOTE 836p. PUB TYPE Guides - Classroom Use - Teaching Guides (For Teacher) (052) EDRS PRICE MF05/PC34 Plus Postage. DESCRIPTORS *Air Conditioning; *Apprenticeships; Behavioral Objectives; Competency Based Education; Curriculum Guides; *Heating; Hydraulics; Learning Activities; *Plumbing; Postsecondary Education; *Refrigeration; Student Evaluation; *Trade and Industrial Education; Units of Study; Welding ABSTRACT This curriculum guide contains 18 units for a course to assist apprentices in learning the pipefitting trade. Introductory materials include lists of suggested audiovisual materials, competencies, and textbooks and approximate times for each unit. Each instructional unit includes some or all of the following components: competencies, instructional objectives, learning activities, application exercises, evaluation/checkout, list of equipment, list of learning materials, audiovisual materials, and resources. Answers to exercises and evaluations are appended to each unit. Units cover introduction to the trade; brazing and soldering; chemical handling; hot water heating systems; hydraulics; insulation; mathematics; physics; pipe hangers and supports; pipe welding and welding--basic skills; pneumatics; process pipe drafting; process piping fabrication; process steam systems; refrigeration and air conditioning; rigging; templet development; and valves, packings, and gaskets. Copies are provided of the apprentice guides for each of the units. These list the competency; instructional objectives; learning activities; and evaluation/checkout. An attached handbook for supervisors includes a series of application exercises for the apprentice. They correspond with competencies and learning objectives learned in the classroom.
    [Show full text]
  • Example of Cardiac Cath Lab Nurse Resume
    Example Of Cardiac Cath Lab Nurse Resume When Avraham calves his drench nucleates not peaceably enough, is Gunter unblotted? When Howie whencoacervating Deane penthis decolonisations clangorously? halt not decoratively enough, is Leigh deliberate? Is Stevy cairned If your help pass the close date, delivering skilled in the protocol or cath example of cardiac nurse resume as Read about recruiters are going, cardiac cath lab example nurse resume of perioperative nursing managers want to work place than listing skills. That has written instructions after cardiac telemetry nurse was your cath example of cardiac lab nurse resume with. Apr 2 2013 Cardiac Nurse resume Sample resumecompanioncom. 314 Resume client's pre-procedure diet upon return only the unit. A Cardiac Catheterisation Laboratory Core Curriculum for the. For example on for 510 minutes every day but increase your. What current the Difference Between a Cardiac Care acute and a Cardiac Catheterization Laboratory Nurse. Responsibilities of a Cath Lab RN Work Chroncom. No Medical management Rapid damage to CVIL cath lab Transfer with ED RN and. Solid and an outstanding example, nurse example of cardiac cath resume objective and health improvement techniques and! Of environment family your examples taught me the values of honesty and hard and Thank you prepare for. ATS-friendly Bot helps You present free Nursing Resume Examples PDF MS. For am the safety patient satisfaction and financial viability of. Options in nursing becoming a cardiac cath lab nurse Global. Changing Physician Practice Patterns Strategies for Success. Cardiac stroke nurse know The wind Lobby. Utilized critical thinking skills to the nursing process assessed conditions demonstrated effective.
    [Show full text]
  • World Guide LOST OMENS World Guide AUTHORS Table of Contents Tanya Depass, James Jacobs, Lyz Liddell, Ron Lundeen, Liane Merciel, Erik Mona, Mark Seifter, and James L
    Second Edition LOST OMENS World Guide LOST OMENS World Guide AUTHORS Table of Contents Tanya DePass, James Jacobs, Lyz Liddell, Ron Lundeen, Liane Merciel, Erik Mona, Mark Seifter, and James L. Sutter DEVELOPMENT LEADS Eleanor Ferron and Luis Loza ADDITIONAL DEVELOPMENT Mark Seifter DESIGN LEAD Mark Seifter ADDITIONAL GAME DESIGN Logan Bonner EDITING LEAD Judy Bauer EDITORS Amirali Attar Olyaee, Christopher Paul Carey, James Case, Leo Glass, Avi Kool, Lyz Liddell, Luis Loza, Mark Moreland, Adrian Ng, Lacy Pellazar, Patrick Renie, James L. Sutter, and Jason Tondro COVER ARTIST David Alvarez CARTOGRAPHERS Damien Mammoliti and Rob McCaleb INTERIOR ARTISTS Biagio D’Alessandro, Klaher Baklaher, Luca Bancone, Rogier van de Beek, Tomasz Chistowski, Cynthia F. G., Mariusz Gandzel, 1 Overview 6 Michele Giorgi, Fabio Gorla, Miguel Harkness, This overview presents all of the continents and regions of the world known as Golarion, Oksana Kerro, Katerina Kirillova, as well as the planets and planes that lie beyond it—but still reach past their boundaries to Ksenia Kozhevnikova, Roman Roland Kuteynikov, Valeria Lutfullina, Andrea Tentori Montalto, influence the land of Lost Omens! Federico Musetti, Mirco Paganessi, Mary Jane Pajaron, Roberto Pitturru, 2 Absalom and Starstone Isle 12 Riccardo Rullo, Ainur Salimova, KyuShik Shin, and Yasen Stoilov One of the oldest and most influential cities in Golarion, Absalom was founded by the living god Aroden and is home to the legendary Starstone Cathedral. Several mortals have traveled ART DIRECTION AND GRAPHIC DESIGN across the Inner Sea to Absalom and gained godhood from the Test of the Starstone, and Emily Crowell, Sonja Morris, and Sarah E.
    [Show full text]
  • Competency-Based Adult Education Classroom Management Guide for Adult Basic Education Curriculum (Level II, 5-8)
    DOCUMENT RESUME ED 289 533 JC 870 448 AUTHOR Singer, Elizabeth TITLE Competency-Based Adult Education Classroom Management Guide for Adult Basic Education Curriculum (Level II, 5-8). INSTITUTION Brevard Community Coll., Cocoa, Fla. SPONS AGENCY Florida State Dept. of Education, Tallahassee. Bureau of Adult/Community Education. PUB DATE 86 NOTE 75p.; For related documents, see ED 257 972, ED 270 165, ED 270 166, and JC 870 444-445. AVAILABLE FROMDean, Adult/Community Education, Brevard Community College, Open Campus, 1519 Clearlake Road, Cocoa, FL 32922 ($3.00). PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS *Adult Basic Education; Attendance Records; *Classroom Techniques; Community Colleges; Community Education; *Competency Based Education; Individual Instruction; Program Guides; Recordkeeping; *Teacher Education; *Teaching Methods; Testing; Two Year Colleges ABSTRACT This Competency-Based Adult Basic Education (CBABE) Classroom Management Guide was developed to aid the Adult Basic Education (ABE) facilitator in implementing a model CBABE Level 5-8 curriculum. First, introductory material provides background on the CBABE project at Brevard Community College (Florida) and the rationale for the development of the training guide. Next, the guide explains the characteristics of CBABE and reasons for its use, presenting it as an efficient and effective response to the need for individualized instruction of adult learners, and a solution to the problems created by open entry/open exit programs. The next section explains how the CBABE materials prepared for the Florida Adult Basic Education Program are organized, including an overview of the learning guide format. Next, information on using the materials is provided, including a discussion of ways of adapting the materials to individual needs, management guidelines, a review of local options, and an outline of the recommended process for implementing the curriculum.
    [Show full text]
  • CSR Report 2008 3 Group Overview and Editorial Policy
    Seven & i Holdings Corporate Creed (Formulated in 1972) We aim to be a sincere company that our customers trust. We aim to be a sincere company that our business partners, shareholders, and local communities trust. We aim to be a sincere company that our employees trust. Seven & i Holdings Corporate Action Guidelines (Formulated in 1993, latest revised in 2007) Preamble The Company’s mission is to provide customers with valuable products and services and to create new wealth and employment opportunities by conducting management with respect for business ethics. All the management and staff of the Seven & i Holdings view pleasing the customer as their highest responsibility, and all are engaged in the pursuit of this mission. To this end, we have established a sound management structure. We meet our social responsibilities, employing business practices in conformity with laws, regulations and social norms and with respect for human rights, the dignity of everyone with whom we are associated and the diverse values of international society. We conduct business based on these policies and in compliance with the following regulations: Ethics and compliance with regulations Basic policy In operating our business, our corporate actions are devoted to following management ethics, compliance with laws, ordinances, rules and social precepts, and to fulfilling our responsibilities to society. Business activities Social responsibility 1. Relationship with customers / sales activities 1. Respect for human rights and the dignity of human beings 2. Relationship with business partners / business activities 2. Employment and workplace environment 3. Relationship with shareholders 3. Environmental management 4. Promotion of fairness 4. Relationship with the community 5.
    [Show full text]
  • The Wóoshtin Wudidaa
    Wóoshtin wudidaa Atlin Taku Land Use Plan Wóoshtin wudidaa Atlin Taku Land Use Plan July 19, 2011 Contact information: For more information on the Atlin Taku Land Use Plan, please contact: Taku River Tlingit First Nation Province of British Columbia Land and Resources Department 3726 Alfred Ave Box 132 Smithers, BC Atlin, BC V0J 2N0 V0W 1A0 250-651-7900 250-847-7260 www.trtfn.yikesite.com www.ilmb.gov.bc.ca/slrp/lrmp/smithers/atlin_ta ku/index.html Acknowledgements The Atlin Taku Land Use Plan reflects the vision, hard work and dedication of many individuals and groups. Special recognition is given to individuals on the working groups representing the Province of BC and the Taku River Tlingit First Nation: . The Joint Land Forum –the bilateral government-to-government body responsible for developing the Land Use Plan, included the following members: Sue Carlick (TRTFN co- chair), Bryan Jack, John Ward and Melvin Jack representing the TRTFN; and Kevin Kriese (BC co-chair), Brandin Schultz (MOE), Loren Kelly (MEMPR, Alternate), Åsa Berg (Atlin Community Representative), and Rose Anne Anttila (Atlin Community Representative, Alternate) representing the Province of BC. Representatives of the Atlin Taku Technical Working Group acting for the TRTFN were Bryan Evans (TRTFN Team Leader), Julian Griggs, Kim Heinemeyer, Nicole Gordon and Jerry Jack. Representatives of the Technical Working Group acting for BC were James Cuell (BC Team Leader), Fred Oliemans, Lisa Ambus, Katie von Gaza and Tony Pesklevits. The Responsible Officials under the Framework Agreement included Gary Townsend, Assistant Deputy Minister, Integrated Land Management Bureau; and John Ward, Spokesperson, Taku River Tlingit First Nation.
    [Show full text]
  • Tevion TSD-DR40HD User Guide
    Tevion TSD-DR40HD User Guide Document Id: SE080325 Written by Sven Eriksen, Melbourne, Australia Email: [email protected] Last saved: 18-May-08 Computer System HyperTools Tevion TSD-DR40HD User Guide Contents 1. Introduction..............................................................................................................1 1.1 Purpose .................................................................................................................................................1 1.2 Home Entertainment System Components ...........................................................................................1 1.3 Home Entertainment System Remote Controls ....................................................................................1 1.4 The Tevion TSD-DR40HD Digital Video Recorder (DVR) ................................................................1 1.5 Some Technical Terms .........................................................................................................................2 1.6 Front Panel............................................................................................................................................3 1.7 Rear Panel.............................................................................................................................................3 1.8 Power/Mode Indicator ..........................................................................................................................3 1.9 Display Panel........................................................................................................................................4
    [Show full text]
  • Towards Interdisciplinary Design Patterns for Ubiquitous Computing Applications
    Technical Reports 2 Harun Baraki, Kurt Geihs, Axel Hoffmann, Christian Voigtmann, Romy Kniewel, Björn-Elmar Macek, Julia Zirfas Towards Interdisciplinary Design Patterns for Ubiquitous Computing Applications ITeGTechnicalReports Band2 Herausgegebenvom ZentrumfürInformationstechnikGestaltung(ITeG) anderUniversitätKassel UniversitätKassel ITeGZentrumfür InformationstechnikGestaltung Pfannkuchstraße1 D34121Kassel TowardsInterdisciplinaryDesignPatternsforUbiquitous ComputingApplications HarunBaraki,KurtGeihs,AxelHoffmann,ChristianVoigtmann,Romy Kniewel,BjörnElmarMacek,andJuliaZirfas Gefördertdurch: GestaltungtechnischsozialerVernetzungin situativenubiquitärenSystemen(VENUS) BibliografischeInformationderDeutschenNationalbibliothek DieDeutscheNationalbibliothekverzeichnetdiesePublikationinderDeutschen Nationalbibliografie;detailliertebibliografischeDatensindimInternetüber http://dnb.dnb.deabrufbar ISBN:9783862195572 URN:URN:http://nbnresolving.de/urn:nbn:de:000235572 ©2014,kasseluniversitypressGmbH,Kassel www.upress.unikassel.de Vorwort Der vorliegende Band ist ein zweiter Technischer Bericht, der aus dem Forschungsschwerpunkt LOEWEVENUS hervorgegangen ist. Aufbauend auf Band 1 der ITeG Technical Reports, der die VENUSEntwicklungsmethode als kompletten Entwicklungszyklus vorstellt, wird hier herausgearbeitet, inwieweit Ergebnisse aus der Entwicklung dieser neuen interdisziplinären GestaltungsmethodikbereitsalsVorgabeninFormvonMusternstandardisiertundwiederverwendet werden können. Durch diese Muster sozialverträglicher
    [Show full text]