An annotated bibliography of research on coarse and salmonid fish (excluding salmon and trout) found in fresh water in Scotland

The authors provide an extensive annotated bibliography to a full list of species occurring in Scotland, to highlight what is known about them and to indicate potential areas for further research. The list of references brings together published research papers and numerous unpublished theses and reports, including experimental and laboratory studies conducted in Scotland, although some may not have unique application to the fish fauna in Scottish waters. There has been no attempt to include references that are made incidentally in the general literature intended for naturalists.

A survey of research and scientific services in East Africa, 1947-56

This "Survey of Research and Scientific Services in East Arica 1947-1956" has been prepared by Dr. E. B. Worthington, who held the post of Scientific Secretary in the Office of the Chief Secretary to the East African Governor's Conference and subsequently in the Administrator's Office of the East Mrica High Commission during the period January, 1947-May, 1951. Dr. Worthington is now Secretary General of the Scientific Council for, Arica South of the Sahara

Late Cenozoic climate changes in China's western interior: a review of research on Lake Qinghai and comparison with other records

IEECAS SKLLQG

‘Novice Teachers’ Views of an Introductory Workshop about Teaching in the Biosciences.

Seven regional networking events, aimed at supporting and developing ‘early stage’ novice university bioscience teachers were held across the UK. These workshops allowed 230 participants to reflect on teaching styles, learn about Higher Education Academy resources and discuss strategies to deal with a range of teaching situations. Post-event feedback was sought, and the results are presented in this paper. Feedback on the events was overwhelmingly positive, highlighting the need for such events to support the development of new teachers in higher education. Institutional training varies and these opportunities for sharing experiences, asking questions, networking and reflection on teaching practice were highly regarded. Most participants felt more confident about their teaching and believed that students were more directly engaged in their teaching after attending the events. Recommendations for support of this category of teacher include provision of discipline-specific events, opportunity for local area networking and support for the development of reflective practice in teaching and learning.

Aspects of care 4: views of professionals and mothers

This is the fourth in a series of six papers presenting key findings from a national study that was undertaken to investigate the role and responsibilities of midwives and to identify continuing educational need. The background to the study and the titles of the other papers in the series have been outlined in the first paper. This paper focuses on midwives’, supervisors’, doctors’ and mothers’ views regarding quality of care issues, with particular emphasis on what makes a ‘good’ midwife.

Exploring strategies for promoting the use of research findings in practice

Following the integration of nurse and midwifery education into institutions of higher education in the United Kingdom, a number of studies have shown that a defined clinical framework for nursing and midwifery lecturers in practice areas is lacking. The aim of this study was to explore strategies that nurse and midwifery lecturers from one higher education institution in south east England can use to work collaboratively with nurses and midwives to promote the utilization of research findings in practice. A cross-sectional survey using a structured questionnaire was sent to a sample of 60 nurse and midwifery lecturers and 90 clinical managers. Response rates of 67% (40) and 69% (62) respectively were obtained. The main strategies suggested were to make clinical staff more aware of what research exist in their specialties; to help them to access research information from research databases; and to critically appraise this information. Other strategies were for teachers to run research workshops on site; to undertake joint research projects with clinical staff; to set up journal clubs or research interest groups; and to help formulate clinical guidelines and protocols which are explicitly research-based.