LEADER 01379nam 2200397 450 001 9910713641503321 005 20200701151543.0 035 $a(CKB)5470000002503260 035 $a(OCoLC)1161988633 035 $a(EXLCZ)995470000002503260 100 $a20200701d2019 ua 0 101 0 $aeng 135 $aur||||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aFlow modification in the nation's streams and rivers /$fby Daren M. Carlisle [and 6 others] 210 1$aReston, Virginia :$cU.S. Department of the Interior, U.S. Geological Survey,$d2019. 215 $a1 online resource (xi, 75 pages) $ccolor illustrations, color maps 225 1 $aCircular,$x2330-5703 ;$v1461 320 $aIncludes bibliographical references. 606 $aStream measurements$zUnited States 606 $aStreamflow$zUnited States 606 $aWater quality management$zUnited States 615 0$aStream measurements 615 0$aStreamflow 615 0$aWater quality management 700 $aCarlisle$b Daren M.$01406907 712 02$aGeological Survey (U.S.), 712 02$aNational Water-Quality Assessment Program (U.S.) 801 0$bGPO 801 1$bGPO 906 $aBOOK 912 $a9910713641503321 996 $aFlow modification in the nation's streams and rivers$93486997 997 $aUNINA LEADER 04270nam 22005175 450 001 9910299503603321 005 20220118123154.0 010 $a9783662555255 010 $a3662555255 024 7 $a10.1007/978-3-662-55525-5 035 $a(CKB)4100000001382295 035 $a(DE-He213)978-3-662-55525-5 035 $a(MiAaPQ)EBC5210950 035 $a(EXLCZ)994100000001382295 100 $a20171229d2018 u| 0 101 0 $aeng 135 $aurnn|008mamaa 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aReform and Development of Educational System $eHistory, Policy and Cases /$fedited by Ling Li, Jiafu Zheng, Zeyuan Yu 205 $a1st ed. 2018. 210 1$aBerlin, Heidelberg :$cSpringer Berlin Heidelberg :$cImprint: Springer,$d2018. 215 $a1 online resource (XVI, 462 p. 157 illus.) 311 08$a9783662555248 311 08$a3662555247 320 $aIncludes bibliographical references. 330 $aIn this book, the authors pursue quantitative, qualitative and mixed methods approaches, conducting hundreds of large-scale surveys and in-depth interviews in 679 schools, 67 counties and 13 provinces throughout China. They also conducted longitudinal case studies in five municipalities and provinces to better reflect education reform and development in different education levels or sectors. The authors used national statistical data from the 1970s to 2013, as well as a wealth of first-hand documents and data from different levels of educational departments in schools, counties, municipals and provinces and ?grass-roots? input from 253 teachers, principals, education administrators and students. The authors applied SEM, HLM, GCM, and many other statistic techniques and qualitative methods to analyse the data and materials in order to explore correlations between development and reform, internal and external factors in educational reforms, as well as strategies for resolving core issues. Their findings indicate that institutional reforms concerning financial investments, allocation of teaching resources, allocation of facilities, curricula design systems, and political, economic, social system reforms all contribute to the development of different levels and types of education in different modes and to different extents. Topics of particular interest include five case studies conducted in five different municipalities and provinces that showcase the nation?s education reform and development in a specific model and on the basis of substantial data. Further, milestone events regarding educational reform and development that have taken place in China since 2013 are examined. As a unique feature, the book also includes 353 diagrams and tables on the development and reform of education in China, offering extensive and up-to-date information on a part of the world that often remains difficult to access. The book provides an expansive and in-depth examination of the nation?s education reform and development, from its historical roots to the present, and combining official and ?grass-roots? standpoints. It will help readers to understand why and how Chinese education could lead students to win in international comparisons like PISA while at the same time often being the target of scathing criticism, as well as how the nation is now working to provide a better education to serve the world?s largest population. 606 $aEducation and state 606 $aInternational education 606 $aComparative education 606 $aEducational Policy and Politics 606 $aInternational and Comparative Education 615 0$aEducation and state. 615 0$aInternational education. 615 0$aComparative education. 615 14$aEducational Policy and Politics. 615 24$aInternational and Comparative Education. 676 $a379 702 $aLi$b Ling$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aZheng$b Jiafu$4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aYu$b Zeyuan$4edt$4http://id.loc.gov/vocabulary/relators/edt 906 $aBOOK 912 $a9910299503603321 996 $aReform and Development of Educational System$92535175 997 $aUNINA LEADER 06859nam 2200685Ia 450 001 9910968978103321 005 20251017110100.0 010 $a0-309-16476-1 010 $a1-280-34929-8 010 $a9786610349296 010 $a0-309-65334-7 035 $a(CKB)1000000000245163 035 $a(OCoLC)559998983 035 $a(CaPaEBR)ebrary10115252 035 $a(SSID)ssj0000147879 035 $a(PQKBManifestationID)11152043 035 $a(PQKBTitleCode)TC0000147879 035 $a(PQKBWorkID)10015986 035 $a(PQKB)11216446 035 $a(MiAaPQ)EBC3378055 035 $a(Au-PeEL)EBL3378055 035 $a(CaPaEBR)ebr10115252 035 $a(CaONFJC)MIL34929 035 $a(OCoLC)923275098 035 $a(DNLM)1256687 035 $a(BIP)53856564 035 $a(BIP)12779537 035 $a(EXLCZ)991000000000245163 100 $a20050907d2006 uy 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt 182 $cc 183 $acr 200 00$aEnsuring an infectious disease workforce $eeducation and training needs for the 21st century : workshop summary /$fStacey L. Knobler ... [et al.], editors ; Forum on Microbial Threats, Board on Global Health 205 $a1st ed. 210 $aWashington, DC $cNational Academies Press$dc2006 215 $a1 online resource (237 p.) 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-309-10010-0 320 $aIncludes bibliographical references. 327 $aFrontMatter -- Reviewers -- Preface -- Contents -- Summary and Assessment -- EXPLORING THE CHARACTERISTICS OF THE WORKFORCE -- THE ROLE OF PHYSICIAN-SCIENTISTS -- FIELDS OF SPECIAL EMPHASIS -- ASSESSING DOMESTIC AND INTERNATIONAL TRAINING PROGRAMS AND EDUCATIONAL NEEDS -- ADDRESSING THE WORKFORCE CRISIS IN THE DEVELOPING WORLD -- IMPLICATIONS OF VISAS AND SELECT AGENT RESEARCH RESTRICTIONS -- IDENTIFYING PRIORITIES FOR THE FUTURE -- REFERENCES -- Appendix A--Authored Papers -- Implications of Restrictions on Foreign Students and Scientists for Infectious Disease Research, Ronald M. Atlas -- Training and Sustaining the Public Health Laboratory Workforce-Our First Line of Defense against Infectious Disease, Scott J. Becker -- Who Will Live in the "House of Genomics"?, Tara Acharya, Halla Thorsteinsdóttir, Peter A. Singer, and Abdallah S. Daar -- Public Health for All: Workforce Development through an Integrated Approach to Health Care Curricula, Walid El Ansari -- Stakeholders' Perceptions of Outcomes in Public Health Educational Partnerships, Walid El Ansari -- Health Protection: Communicable Disease, Public Health and Infection Control Educational Programmes-A Case Study from the UK, W. El-Ansari and S. Privett -- Addressing the Health Workforce Crisis in the Developing World, A. Edward Elmendorf -- Ensuring an Adequate Infectious Diseases Physician Response to Emerging Infections, Gary L. Gorby -- Addressing the Microbial Threat to Health: Training Ph.D. Scientists to Help Lead the Way, Martha L. Gray Scientists to Help Lead the Way, 143 Martha L. GrayOBIAL THREAT TO HEALTH: TRAINING Ph.D. SCIENTISTS TO HELP LEAD THE WAY Martha L. Gray, Ph.D. -- What Kinds of Scientists Do We Need to Train, and How?, Victoria McGovern -- Vaccines in the 21st Century, Stanley Plotkin. 327 $aSchools of Public Health: Meeting the Workforce Challenge of Emerging Infections, Margaret A. Potter -- U.S. Capacity to Confront Emerging Vector-Borne Pathogens, Andrew Spielman -- Appendix B--Workshop Agenda -- Appendix C--Forum Member Biographies. 330 $aThe Forum on Microbial Threats (previously named the Forum on Emerging Infections) was created in 1996 in response to a request from the Centers for Disease Control and Prevention (CDC) and the National Institutes of Health (NIH). The goal of the Forum is to provide structured opportunities for representatives from academia, industry, professional and interest groups, and government to examine and discuss scientific and policy issues that are of shared interest and that are specifically related to research and prevention, detection, and management of emerging infectious diseases. In accomplishing this task, the Forum provides the opportunity to foster the exchange of information and ideas, identify areas in need of greater attention, clarify policy issues by enhancing knowledge and identifying points of agreement, and inform decision makers about science and policy issues. The Forum seeks to illuminate issues rather than resolve them directly; hence, it does not provide advice or recommendations on any specific policy initiative pending before any agency or organization. Its strengths are the diversity of its membership and the contributions of individual members expressed throughout the activities of the Forum. Recent increased attention to both United States and international public health systems as well as the medical research and treatment infrastructure has revealed significant deficiencies in their capacity to respond to infectious diseases. Medical and public health professionals may be poorly equipped to detect, diagnose, and treat common infectious diseases as well as those diseases that pose an unexpected threat. The need for the development of domestic and international training programs in the expanding field of emerging and reemerging infectious diseases is well recognized. Well-trained infectious disease professionals form the basis of a strong national healthcare system. The Forum on Emerging Infections (now renamed the Forum on Microbial Threats) convened a 2-day workshop discussion-the subject of this summary-to examine the education and training needs to ensure an adequate infectious diseases workforce. The workshop reviewed trends in research training programs and discussed the requirements for establishing successful educational initiatives and training programs to ensure a competent and prepared workforce for current and future challenges in infectious diseases. Some key disciplines explored as case-study examinations included infectious disease epidemiology, vaccinology, vector biology, and public health laboratorians. 606 $aCommunicable diseases$xPrevention$vCongresses 606 $aPublic health personnel$xEducation$vCongresses 606 $aPublic health personnel$xTraining of$vCongresses 615 0$aCommunicable diseases$xPrevention 615 0$aPublic health personnel$xEducation 615 0$aPublic health personnel$xTraining of 676 $a614.5 701 $aKnobler$b Stacey$01804165 712 02$aInstitute of Medicine (U.S.).$bForum on Microbial Threats. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910968978103321 996 $aEnsuring an infectious disease workforce$94446350 997 $aUNINA