Państwo, gospodarka, społeczeństwo w integrującej się Europie TOM 3

Ze wstępu: "1 maja 2004 przyniesie radykalną zmianą sytuacji dotychczasowych kandydatów do Unii Europejskiej. Z roli aplikanta i petenta przekształcą się we współdecydenta. Już dziś z przyszłymi członkami konsultuje się większość kwestii wymagających strategicznych decyzji. Przez ostatnie dziesięć lat wysiłek polityczny i intelektualny był skierowany na uzyskanie członkostwa Unii, a w ostatnim okresie negocjacji - na osiągnięcie najlepszych według polityków i ekonomistów warunków akcesji. 1 ten etap mamy już za sobą. Pora zacząć patrzeć przed siebie, lecz niejako petent, ale kraj współodpowiedzialny za dalsze funkcjonowanie i rozwój powiększonej Unii. Z tej perspektywy istotnajest analiza gospodarki europejskiej, z którąjuż dziś gospodarka państw kandydackich, także Polski, jest silnie powiązana. Wiedza na ten temat jest uboga i ograniczona do przeglądu bieżących wskaźników makroekonomicznych. Zarówno w ośrodkach rządowych, jak i pozarządowych dominuje podejście analizujące, co z konkretnego wydarzenia w innym kraju wynika dla gospodarki polskiej. Stanowczo nie wystarczy to do pełnienia odpowiedzialnej roli współdecydenta. Potrzebna jest pogłębiona wiedza na temat gospodarki europejskiej jako całości i poszczególnych krajów, a także najważniejszych partnerów handlowych i gospodarczych zjednoczonej Europy. Konieczne są pogłębione prace studialne dotyczące mechanizmów międzynarodowych, gdyż organy unijne będą się zajmować w najbliższych latach dalszym rozwojem europejskiego jednolitego Rynku, rywalizacją gospodarczą z USA i krajami azjatyckimi, liberalizacjąhandlu światowego."(...

Activities in an S‑STEM Program To Catalyze Early Entry into Research

A cohort program to increase retention of under-represented groups in chemistry was developed at the College of Saint Benedict/Saint John’s University. In particular, this program chose to emphasize early career mentoring and early access to research. This goal was chosen because research has been repeatedly shown to increase scientific identity resulting in increased retention of students in the STEM fields. Several elements of this program have been useful in preparing students to access research programs early in their college careers including a summer bridge program, career mentoring, advising, and a second year “research bootcamp” course

Chemical Structure and Properties: A Modified Atoms-First, One-Semester Introductory Chemistry Course

A one-semester, introductory chemistry course is described that develops a primarily qualitative understanding of structure–property relationships. Starting from an atoms-first approach, the course examines the properties and three-dimensional structure of metallic and ionic solids before expanding into a thorough investigation of molecules. In addition to bonding, geometry, molecular orbitals, and intermolecular attractions, other structural topics are included, such as stereochemistry, conformation, and factors that influence the strength of Brønsted acids. Where appropriate, related considerations in biochemistry are highlighted. The course provides a common basis to majors and nonmajors for further study in chemistry and also serves as a platform to illustrate a variety of topics of current research interest

Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation

The recent revision of undergraduate curricular guidelines from the American Chemical Society Committee on Professional Training (ACS-CPT) has generated interest in examining new ways of organizing course sequences both for chemistry majors and for nonmajors. A radical reconstruction of the foundation-level chemistry curriculum is presented in which content has been reorganized into three sequences: structure, reactivity, and quantitation. It is proposed that these three areas represent fundamental aspects of chemistry that cross traditional domains and allow students to more quickly appreciate the breadth of the field. An overview of these sequences in the chemistry curriculum at CSB/SJU is described

Developing and Implementing a Reorganized Undergraduate Chemistry Curriculum Based on the Foundational Chemistry Topics of Structure, Reactivity, and Quantitation

The recent revision of undergraduate curricular guidelines from the American Chemical Society Committee on Professional Training (ACS-CPT) has generated interest in examining new ways of organizing course sequences both for chemistry majors and for nonmajors. A radical reconstruction of the foundation-level chemistry curriculum is presented in which content has been reorganized into three sequences: structure, reactivity, and quantitation. It is proposed that these three areas represent fundamental aspects of chemistry that cross traditional domains and allow students to more quickly appreciate the breadth of the field. An overview of these sequences in the chemistry curriculum at CSB/SJU is described

Dataset for: A Novel Amyloid Designable Scaffold and Potential Inhibitor Inspired by GAIIG of Amyloid Beta and the HIV-1 V3 loop

The GAIIG sequence, common to the amyloid beta peptide (residues 29-33) and to the HIV gp 120 (residues 24-28 in a typical V3 loop) self-assembles into amyloid fibrils as suggested by theory and experiments presented here. The longer YATGAIIGNII sequence from the V3 loop also self-assembles into amyloid fibrils of which the first three and the last two residues are outside the amyloid GAIIG core. We postulate that this sequence with suitable selected replacements at the flexible positions can serve as designable scaffold for novel amyloid-based materials. Moreover, the single X-ray crystal structure of the beta-breaker peptide GAIPIG at 1.05 Å resolution is reported. This structural information could serve as basis for structure-based design of potential inhibitors of amyloid formation

Pregnancy after hematopoietic cell transplantation: a report from the late effects working committee of the Center for International Blood and Marrow Transplant Research (CIBMTR).

International audiencePreservation of fertility after hematopoietic cell transplantation (HCT) can have a significant influence on the quality of life of transplant survivors. We describe 178 pregnancies in HCT recipients that were reported to the Center for International Blood and Marrow Transplant Research (CIBMTR) between 2002 and 2007. There were 83 pregnancies in female HCT recipients and 95 pregnancies in female partners of male HCT recipients. Indications for transplantation included hematologic and other malignancies (N = 99) and nonmalignant disorders (N = 79, of which 75 patients had severe aplastic anemia). The cohort included recipients of autologous HCT (20 women, 13 men), myeloablative (MA) allogeneic HCT (12 women, 50 men), and nonmyeloablative allogeneic HCT (2 women, 2 men). Age at HCT was <20 years for 50% of women and 19% of men. Conditioning regimens included total body irradiation (TBI) in 16% of women and 19% of men; doses were MA in 10% of women and in 16% of men. Live births were reported in 86% of pregnancies in partners of male transplant patients and 85% of pregnancies in female transplant patients, with most pregnancies occurring 5 to 10 years after HCT. We conclude that some HCT recipients can retain fertility, including patients who have received TBI and/or MA conditioning. Young patients undergoing HCT should be counseled both before and after HCT about potential loss of fertility, methods for preserving fertility, and planning for future pregnancy. Fertility and outcomes of pregnancy after HCT need prospective evaluation in large transplant cohorts