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Abstracts of brief communications (posters) are integrated during this publication. they're prepared alphabetically part by means of part. Abstracts got among may perhaps sixteen, 1994 and should 22, 1994 look below past due abstracts. these obtained after may well 22, 1994 should not integrated.

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They are also models which are silent on the issue of service user access to, and control of, information. There is growing research evidence that the ‘digital divide’ reinforces the traditional fault lines of social exclusion; as Blackler, Crump and McDonald (1998) have commented, information and knowledge are culturally situated, technologically mediated and socially distributed. Service users have little serious purchase on shaping new technology to provide more responsive services (Fabian Society 2001).

1992) European Resource Book: Information Technology and Human Services. Utrecht: ENITH/NIZW. Revans, R. (1980) Action Learning. London: Blond and Biggs. Riley, L. and Smith, G. ’ Journal of Information Technology 12, 4, 305–21. Rosengarten, P. (1999) The Characteristics, Outcomes and Sources of the Learning Organization: The Case of Car Component Suppliers in Britain. Unpublished MPhil thesis, London School of Economics. Schon, D. (1983) The Reflective Practitioner. New York: Basic Books. Senge, P.

THE CARING PROFESSIONS AND INFORMATION TECHNOLOGY • Social care should be integrated. • Social care should be socially inclusive. 31 However, the road to deploying technology to achieve these objectives is as yet uncharted, even with the publication of the Department of Health’s (2000) Information for Social Care. Generic reasons why conceptualizing the relationship between technology and service delivery is difficult can be identified at three levels of analysis: individual practitioner, national and global.

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