Letter to colleagues regarding UNDP actions in China

Letter from Bob Seidman containing an abbreviated proposal written by himself and Ann Seidman for a United Nations Development Programme (UNDP) and Chinese Committee on International Cooperation, Exchanges, and Trade (CICET) project on bill legislation, and a brief report written by the Seidmans after four weeks spent in Beijing

United Kingdom of Great Britain and Northern Ireland national report on IHP related activities, 22nd session of the IHP Intergovernmental Council, Paris, June 2016

Report on UK activities related to the UNESCO IHP (International Hydrological Programme) in the period June 2014 - May 2016. Compiled on behalf of the UK Committee for National and International Hydrology

The United Nations Decade of International Law - Insights into an Asian Perspective of International Law

On 15th November 1990 the Sixth Committee of the General Assembly completed its deliberations on the Report of the Working Group on the United Nations Decade of International Law (the Vukas Report ). The Vukas Report sets out the proposed programme of activities of the Decade during the period 1990-92, and represents another important step towards the implementation of resolution 44/23 of 17th November 19891 and the fulfilment of the aspirations of strengthening the international legal order connected with that resolution. On the 19th November 1990 the Vukas Report was formally adopted by the Sixth Committee without a vote. The Decade has at last a tangible programme of activities

MCFD-RCGP international course for teachers of general practice 2004

Following Malta's accession to the European Union on 1st May 2004, EU Directive 93/16 obliges the introduction of Specialist Vocational Training in Family Medicine in Malta. As a member of the Specialist Accreditation Committee within the Ministry of Health, the Malta College of Family Doctors (MCFD) is responsible for the development of a Specialist Training Programme in Family Medicine for Malta. In anticipation of the set up of this programme, the MCFD, in collaboration with the International Committee of the Royal College of General Practitioners (RCGP), in 2004 organised another 'International Course for Teachers of General Practice' (following that held in 2002-3) to train more teachers to provide this programme.peer-reviewe

COVID-19 reveals the systemic nature of urban health globally

Statement by the scientific committee* of the International Science Council’s Programme on Urban Health and Wellbeing, on critical elements of urban health action in response to the epidemic

Preface

These proceedings contain the papers of the Third International Workshop on Recent Trends in News Informa-tion Retrieval (NewsIR\u201919) held in conjunction with the ACM SIGIR 2019 conference in Paris, France, on the25thof July 2019. Ten full papers and two short papers (one position paper and one demo paper) were selectedby the programme committee from a total of 21 submissions. Each submitted paper was reviewed by at leastthree members of an international programme committee. In addition to the selected papers, the workshopfeatures one keynote and one invited talk. The Keynote speech is given by Aron Pilhofer \u201cFrom Redlining toRobots: How newsrooms apply technology to the craft of journalism\u201d. The invited talk is given by FriedrichLindenberg \u201cMining Leaks and Open Data to Follow the Money\u201d. We would like to thank SIGIR for hostingus. Thanks also go to the keynote speakers, the program committee, the paper authors, and the participants,for without these people there would be no worksho

Work-based assessment within Malta’s specialist training programme in family medicine

The Specialist Training Programme in Family Medicine (STPFM) – Malta was drawn up by the Malta College of Family Doctors in 2006, approved by Malta’s Specialist Accreditation Committee, and launched in 2007 by the Primary Health Care Department and the Malta College of Family Doctors. This article regarding the work-based assessment of specialist training in family medicine in Malta was prepared by consulting various local / international documents and publications that are related to general practice / family medicine and its teaching, appraisal and assessment. Assessment of family doctors should consider their actual performance of different tasks in diverse settings of daily practice; this is carried out on-site by direct observation of the practitioner at the work-place (work-based assessment) using different methods.peer-reviewe

Ordering by the numbers in anatomy and by letters Too

Here, new rules of Latin anatomical nomenclature are proposed to deal with cases not covered by existing or other recommended rules. Determiners (e.g., numerals, letters, alphanumeric strings, and Latin names of Greek letters) should follow the noun they specify or limit, just as it is recommended that adjectives should follow the noun they modify. In general, Roman numerals, Latin letters, and Latin names of Greek letters are preferable to Arabic numerals and Greek letters in Latin anatomical terms. It is also noted that the word typus (type) appears to be superfluous and unnecessary in the Latin anatomical nomenclature. Clin. Anat. 30:700–702, 2017. © 2017Wiley Periodicals, Inc

Personal development planning in the first year

The approach to quality and standards in higher education (HE) in Scotland is enhancement led and learner centred. It was developed through a partnership of the Scottish Funding Council (SFC), Universities Scotland, the National Union of Students in Scotland (NUS Scotland) and the Quality Assurance Agency for Higher Education (QAA) Scotland. The Higher Education Academy has also joined that partnership. The Enhancement Themes are a key element of a five-part framework, which has been designed to provide an integrated approach to quality assurance and enhancement. The Enhancement Themes support learners and staff at all levels in further improving higher education in Scotland; they draw on developing innovative practice within the UK and internationally The five elements of the framework are: z a comprehensive programme of subject-level reviews undertaken by higher education institutions (HEIs) themselves; guidance is published by the SFC (www.sfc.ac.uk) z enhancement-led institutional review (ELIR), run by QAA Scotland (www.qaa.ac.uk/reviews/ELIR) z improved forms of public information about quality; guidance is provided by the SFC (www.sfc.ac.uk) z a greater voice for students in institutional quality systems, supported by a national development service - student participation in quality scotland (sparqs) (www.sparqs.org.uk) z a national programme of Enhancement Themes aimed at developing and sharing good practice to enhance the student learning experience, facilitated by QAA Scotland (www.enhancementthemes.ac.uk). The topics for the Enhancement Themes are identified through consultation with the sector and implemented by steering committees whose members are drawn from the sector and the student body. The steering committees have the task of establishing a programme of development activities, which draw on national and international good practice. Publications emerging from each Theme are intended to provide important reference points for HEIs in the ongoing strategic enhancement of their teaching and learning provision. Full details of each Theme, its steering committee, the range of research and development activities as well as the outcomes are published on the Enhancement Themes website (www.enhancementthemes.ac.uk). To further support the implementation and embedding of a quality enhancement culture within the sector - including taking forward the outcomes of the Enhancement Themes - an overarching committee, the Scottish Higher Education Enhancement Committee (SHEEC), chaired by Professor Kenneth Miller, Vice-Principal, University of Strathclyde, has the important dual role of supporting the overall approach of the Enhancement Themes, including the five-year rolling plan, as well as institutional enhancement strategies and management of quality. SHEEC, working with the individual topic-based Enhancement Themes' steering committees, will continue to provide a powerful vehicle for progressing the enhancement-led approach to quality and standards in Scottish higher education