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B. E. Paton 《Higher Education in Europe》1995,20(4):240-242
The founding of the Ukrainian Academy of Sciences in 1918 is evoked, It and its constituent institutes are continuing to function, despite the economic difficulties which have beset Ukraine since the break‐up of the Soviet Union. As an effort to internationalize its activities and to contribute to gaining back the united scientific space of the former Soviet Union, the Ukrainian Academy of sciences played an instrumental role in bringing about the creation in 1993 of the International Association of Academies of Sciences (IAAS) consisting of the now independent academies of many of the constituent republics of the former USSR. This organization is sponsoring a number of international scientific activities, including a publication programme for young scientists. It is also developing exchange mechanisms that can function without hard currency. 相似文献
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B. E. Paton 《Higher Education in Europe》1995,20(4):197-201
The political changes occurring in eastern and central Europe in 1989 and 1990 and the breakup of the Union of Soviet Socialist Republics in 1991 fragmented a large area in which science and technology policy was more or less centralized and rationalized. Each country in this area, as a result, has had to develop its own science and technology policy in very difficult situations of transition. One of the attempts made to re‐establish some order and unity in science policy in the former socialist countries has been spearheaded by the International Association of Academies of Sciences, founded in Kiev in 1991. It is attempting, on a voluntary basis, to assume some of the functions of the former Soviet Academy of Sciences, and in particular, to re‐create the scientific space existing before 1989‐1991. Among its many projects are efforts in favour of young scientists and closer co‐operation with other international organizations of academies. 相似文献
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P L Miller J A Paton J I Clyman S M Powsner 《Bulletin of the Medical Library Association》1992,80(3):281-287
The paper describes a prototype information environment designed to link network-based information resources in an integrated fashion and thus enhance the information capabilities of an academic medical center. The prototype was implemented on a single Macintosh computer to permit exploration of the overall "information architecture" and to demonstrate the various desired capabilities prior to full-scale network-based implementation. At the heart of the prototype are two components: a diverse set of information resources available over an institutional computer network and an information sources map designed to assist users in finding and accessing information resources relevant to their needs. The paper describes these and other components of the prototype and presents a scenario illustrating its use. The prototype illustrates the link between the goals of two National Library of Medicine initiatives, the Integrated Academic Information Management System (IAIMS) and the Unified Medical Language System (UMLS). 相似文献
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Martha A. Coleman Adele M. Davenport Sherrie W. Abbott Jennie C. Paton 《Educational gerontology》2013,39(4):425-434
This article describes an outreach continuing education program designed to increase the knowledge and skills of licensed practical nurses employed in long‐term care facilities in 26 rural southeast Georgia counties. The program used a modular self‐directed approach and was heavily supported with audiovisual materials. Four independent learning activities made up each of the nine modules. After pilot implementation of the curriculum, nonnurse health care providers asked to enroll in the course. Upon completion of the course, participants earned certificates as specialists in long‐term care of the elderly as well as continuing education credit. 相似文献
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This investigation reports the effects of chewing caffeinated gum on race performance with trained cyclists. Twenty competitive cyclists completed two 30-km time trials that included a maximal effort 0.2-km sprint each 10-km. Caffeine (~3–4 mg · kg?1) or placebo was administered double-blind via chewing gum at the 10-km point following completion of the first sprint. Measures of power output, oxygen uptake, heart rate, lactate and perceived exertion were taken at set intervals during the time trial. Results indicated no substantial differences in any measured variables between caffeine and placebo conditions during the first 20-km of the time trial. Caffeine gum did however lead to substantial enhancements (mean ± 90% confidence limits (CLs)) in mean power during the final 10-km (3.8% ± 2.3%), and sprint power at 30-km (4.0% ± 3.6%). The increases in performance over the final 10-km were associated with small increases in heart rate and blood lactate (effect size of 0.24 and 0.28, respectively). There were large inter-individual variations in the response to caffeine, and apparent gender related differences in sprint performance. Chewing caffeine gum improves mean and sprint performance power in the final 10-km of a 30-km time trial in male and female cyclists most likely through an increase in nervous system activation. 相似文献
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Karen Broadhurst Helen Paton Corinne May‐Chahal 《British Journal of Sociology of Education》2005,26(1):105-119
The aim of this study was to identify and re‐present the experiences and views of a sample of children who have been ‘missing’ from education, and those of their parents/carers. Access to this hard to reach population has been possible as a result of an innovative interventionist tracking system, responding to pupil mobility, developed by the Education Authority in the fieldwork area. Semistructured interviews were conducted with parents/carers, children and young people with the aim of obtaining a demographic profile of families and eliciting a chronology of factors that participants saw as contributing to a child going missing from school systems. Three distinct life‐course groups emerged from participants' accounts illustrating different degrees of disengagement from external systems. The authors conclude with a discussion of the different challenges each life‐course group presents, for education policy and practice. 相似文献
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