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REFERENCES Aalborg University. (2007) Aalborg University: Project Organized Education and how to implement it, Retrieved on June 08, 2014. Abhonaka, P. et. al., (2011). Effects of Projects on Learning: An Indian Case Study. In PBL across the Discipline: Research into Best Practice, Alborg University Press. Baral, L.M., Muhammad, R., Kifor, C.V. and Bondrea, I., (2012). Evaluating the effectiveness of Problem-Based Learning (PBL) implemented in the textile engineering course - a case study on Ahsanullah University of Science and Technology, Bangladesh
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Small and medium sized companies (SMEs) assure economic growth in Europe. The Environmental Technologies Action Plan (ETAP) concentrated and mobilized Member State and stakeholder efforts bringing eco-innovation from research to market, improving market conditions, opening up global markets. Rapid and reinforced actions are now required, building on the experience of ETAP helping SMEs to have benefits by introducing eco-innovative approaches into their operations. Particularly start-ups, can be the ideal incubators for eco-innovation, and can bring to market new, less environmentally damaging products, services and processes. Generally many SMEs are struggling to survive in an ongoing global recession and often they are becoming reluctant to release innovation, particularly eco-innovation (Assante et al., 2016). In this paper we present first the differences between eco-innovation based business models and those based on regular innovations. Secondly we give some approaches tested in national and European projects with participation of the authors in order to help SMEs to develop business models of eco-innovations. The first one is to build cooperation between researchers, educators and SME staff in order to explain SMEs the advantages of such models and to implement models designed by researchers. Secondly we used practice oriented forms of training for SMEs like Problem Based Learning (PBL) as an efficient form for SMEs and entrepreneurship education to learn to solve problems like the building of an eco-innovation business model. Thirdly we use in our projects eco-innovation biographies (EIBs) reflecting the evolutionary character of such innovations and the dynamics of related policy streams.
(2015b). General Information about PBL. Retrieved from https://www.ife.p.lodz.pl/en/general-information-about-pbl . Matthews, J., & Wrigley, C. (2017). Design and Design Thinking in Business and Management Higher Education. Journal of Learning Design , 10 (1), 41-54. Nielsen, S. L., & Stovang, P. (2015). DesUni: University Entrepreneurship Education through Design Thinking. Education & Training , 57 (8-9), 977–991. Piotrowska, D. (2015). Problem Based Learning vs. Design Thinking – clash of best teaching practices . Proceedings of ICERI2015: 8th International
://ec.europa.eu/growth/smes/promoting-entrepreneurship/support/education_en Hamburg I. & Bucksch, S.(2017). Inclusive education and digital social innovation. Advances in social sciences research journal 4, no. 5, 162-169 Hamburg, I. (2015). Improvinge-learning in SMEs through Cloud Computing and scenarios. Gradinarova B (ed) E-learning - instructional design, organizational strategy and management. Rijeka: InTech, 481-498. Hamburg, I. & Vladut,G.2016: PBL - Problem based learning for companies and clusters. Transportation research proceedings 18, p. 419-425 Hytti, U. & O’Gorman, C. (2004). What is “enterprise education”? An analysis of the
The paper contains an overview of the history of engineering education in the United States. It also explains the differences between engineering and engineering technology from an historical perspective. The similarities and differences between those two programs are also being addressed. The article also explains the concept of the project-driven approach in teaching engineering technology courses. The procedure to secure and administer funding for the projects is also addressed. The paper also includes some practical guidelines for implementing a project-based approach.
Wstęp Przewlekła białaczka limfocytowa – PBL ( chronic lymphocytic leukemia ) jest najczęściej występującą białaczką osób dorosłych. W ciągu roku odnotowuje się 3-4 nowe zachorowania przypadające na 100 000 osób i ponad 70% chorych w momencie rozpoznania ma więcej niż 65 lat [ 1 ]. Choroba ma charakter przewlekły i przy braku objawów ogólnych i innych cech aktywności chorzy mogą nie wymagać leczenia, a jedynie obserwacji (strategia obserwuj i czekaj: watch and wait ).W przypadku progresji choroby wybór terapii pierwszej linii jest uzależniony od wielu czynników
References  Duch, B., Problems: A Key Factor in PBL in About Teaching, vol. 1(50), 7-8, 1996, retrieved from http://www1.udel.edu/pbl/cte/spr96-phys.html , 14 February 2019.  Lai, H., Problem-based learning in Chemistry , International Problem-Based Learning Symposium, pp. 130-131, Singapore, Republic Polytechnic, 2007.  Bloom, B. Taxonomy of Educational Objectives , New York, McKay, 1956.  Copland, M., Speaking of Teaching in Stanford University Newsletter on Teaching, 11(1), pp. 2-8, Winter 2001.  Tan, O.S., Problem-based learning