Balance-of-payments concepts - what do they really mean?

Balance of payments

A monetary view of the balance of payments

Balance of payments

U.S. international trade and financial developments in 1976

International trade ; Financial markets

Courseware in academic library user education: a literature review from the GAELS Joint Electronic Library project

The use of courseware for information skills teaching in academic libraries has been growing for a number of years. The GAELS project was required to create a set of learning materials to support Joint Electronic Library activity at Glasgow and Strathclyde Universities and conducted a literature review of the subject. This review discovered a range of factors common to successful library courseware implementations, such as the need for practitioners to feel a sense of ownership of the medium, a need for courseware customization to local information environments, and an emphasis on training packages for large bodies of undergraduates. However, we also noted underdeveloped aspects worthy of further attention, such as treatment of pedagogic issues in library CAL implementations and use of hypertextual learning materials for more advanced information skills training. We suggest ways of improving library teaching practice and further areas of research

GAELS Project Final Report: Information environment for engineering

The GAELS project was a collaboration commenced in 1999 between Glasgow University Library and Strathclyde University Library with two main aims:· to develop collaborative information services in support of engineering research at the Universities of Glasgow and Strathclyde· to develop a CAL (computer-aided learning package) package in advanced information skills for engineering research students and staff The project was funded by the Scottish Higher Education Funding Council (SHEFC) from their Strategic Change Initiative funding stream, and funding was awarded initially for one year, with an extension of the grant for a further year. The project ended in June 2001.The funding from SHEFC paid for two research assistants, one based at Glasgow University Library working on collaborative information services and one based at Strathclyde University Library developing courseware. Latterly, after these two research assistants left to take up other posts, there has been a single researcher based at Glasgow University Library.The project was funded to investigate the feasibility of new services to the Engineering Faculties at both Universities, with a view to making recommendations for service provision that can be developed for other subject areas

Proton beam radiotherapy in the management of uveal melanoma: clinical experience in Scotland

<p>Aim: To evaluate proton-beam radiotherapy (PBRT) in the management of uveal melanoma in Scotland.</p> <p>Methods: A retrospective review was undertaken on all patients receiving PBRT for uveal melanoma (1994–2005). Data obtained included: gender, past ocular/medical history, age, presenting complaint(s), diagnosis, laterality, tumor location/ultrasound characteristics, visual acuity (VA) and intraocular pressure. At post-treatment reviews (3, 6, 12, and 24 months), the following data was obtained: VA, intraocular pressure, tumor appearance and ultrasound characteristics. Mean follow up was 38.8 months.</p> <p>Results: Seventy-six patients were included. Mean age was 64 years; male to female ratio was 1.1:1. Ninety-seven percent demonstrated initial treatment response; 87% had successful control of tumor growth. Mean pre-treatment tumor height was 6.2 mm v.s. 4.8 mm post-irradiation (p < 0.001). Pre-irradiation VA was <3/60 in 18.5% compared with 74% post-irradiation (p < 0.0001). There was a statistically significant association between adverse events (enucleation, metastasis) and greater maximal basal tumor diameter. Eighteen eyes were enucleated. The median survival time was estimated to be 54 months.</p> <p>Conclusion: In our experience, PBRT is a precise, reliable and effective treatment in the management of large, and previously treated uveal melanomas. It prevents enucleation in the majority at short term follow-up.</p&gt

The paradox model: towards a conceptual framework for engaging with sustainability in higher education

The growing awareness of climate change, biodiversity loss and the wider global environmental emergency has led to calls for decisive and immediate action from all sections of society. In this paper we consider the question of how universities should respond and what role they might best adopt in current circumstances. We present a conceptual framework, the paradox model, which places sustainability within the contradictory, messy and uncertain terrain that characterises Higher Education. This is derived from our own experience of leading sustainability within one UK university as well as our continued engagement with educational theory and philosophy. We identify two fundamental contradictions or paradoxes facing those seeking to engage in sustainability in Higher Education: (1) how to develop authentic sustainability responses within the context of existing higher education structures and processes (2) How to reconcile the demand for immediate action with the much more gradual processes of education. We represent these two paradoxes as intersecting axes on a diagram which creates four quadrants in which a diverse range of responses can be located. The point where these two axes intersect is particularly significant and provides a place from which to navigate responses both individually, collectively and institutionally. We argue that wisdom provides a guiding principle for discerning which type of response might be appropriate in any given context. It may also indicate a route towards institutional change and underpin the vision of the ecological university of the future based on principles of civic responsibility and social justice