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The aims of the study were to assess whether commonly used anthropometric indices are associated with body fat measures obtained by Bioelectrical Impedance Analysis (BIA) method, and to determine the best anthropometric predictor of BIA-based body fat percentage (%Fat) and visceral fat rating (VFR) in elderly women. The sample consisted of 24 women aged 80 years and older, the residents of long-term care facilities in Upper Silesia (Poland). All women were subjected to standard anthropometric measurements including the following variables: body weight, body height, waist circumference, hip circumference and neck circumference. On the basis of these measures Body Mass Index (BMI) as well as waist-to-hip ratio (WHR) were calculated. The subjects’ %Fat and VFR were determined by body composition analyzer TANITA BC 420MA (Japan). Pearson’s correlation coefficients were used to quantify the relationships between variables. Stepwise multiple regression analysis with backward elimination was performed to identify possible predictors. The basic characteristics of the investigated subjects were as follows (mean±SD): age -85.5±3.7 years;body weight -60.4±11.6 kg;body height -150.6±7.6cm; BMI -26.6±4.6 kg/m2; %Fat -31.3±9.6%; VFR -10.7±2.5. Both of BIA-based measures significantly, positively correlated with body weight, BMI and circumferences of waist, hip and neck (r values from 0.477 to 0.835). The multiple regression analysis for %Fat revealed that the body weight was the only variable statistically significant (r2=0.414; p

The article is a review of the regulations of higher education legislation in Poland adopted by the parliament during the twenty years between the two World Wars and in the People’s Republic of Poland (1945–1989) that today could be treated as symptoms of the implementation of the concept of lifelong learning in Polish schools of higher education. An analysis of the relevant legislation was the main research method for the purpose of this article. The authors try to answer the question whether in the decades before the Third Republic of Poland there were legal solutions referring to the connections of higher education with practical implementation of the idea of lifelong education. And if, what were they? Today, when the tasks of higher education connected with the practical implementation of the idea of lifelong learning seem obvious in all European Union states, it is worth remembering that in many countries – including in Poland – the issue has a much longer tradition than just the last twenty five years. In the final parts of the article the authors also postulate comparative

A new series of trimethoprim (TMP) analogs containing amide bonds (1−6) have been synthesized. Molecular docking, as well as dihydrofolate reductase (DHFR) inhibition assay were used to confirm their affinity to bind dihydrofolate reductase enzyme. Data from the ethidium displacement test showed their DNA-binding capacity. Tests confirming the possibility of DNA binding in a minor groove as well as determination of the association constants were performed using calf thymus DNA, T4 coliphage DNA, poly (dA-dT)2 and poly (dG-dC)2. Additionally, the mechanism of action of the new compounds was studied. In conclusion, some of our new analogs inhibited DHFR activity more strongly than TMP did, which confirms, that the addition of amide bonds into the analogs of TMP increases their affinity towards DHFR.

Pedagogika ogólna jako miejsce formułowania podstawowej myśli pedagogicznej nie stanowi zamkniętego pola o określonej tematyce, ale punkt widzenia określający to, co istotne we wszystkich subdyscyplinach pedagogiki oraz w praktyce wychowawczej. Zadaniem tak pomyślanej pedagogiki ogólnej jest wprowadzanie całej dziedziny w newralgiczne debaty humanistyki – dostarczanie kontekstów do nieustannego (re)definiowania tego, co pedagogiczne. A ponieważ humanistyka to w dużej mierze hermeneutyczna „praca w tradycji”, pedagogika ogólna jawi się jako perspektywa troski o tradycje pedagogiki. Niniejszy tekst tak właśnie lokuje pedagogikę ogólną, starając się jednocześnie odpowiedzieć na pytanie, czym jest, a czym nie jest produktywna troska o tradycję.

W kształceniu ogólnym ostatecznie chodzi o wolność. Polega ono na rozważaniu egzystencjalnych pytań i przewartościowaniu wstępnych społecznych nastawień. To w istocie troska o człowieczeństwo. Szkoły, a zwłaszcza uniwersytety, stanowią uprzywilejowane miejsca takiej troski i są ważne dla indywidualnego rozwoju oraz dla jakości sfery publicznej. Współcześnie tradycja edukacji liberalnej została zniszczona. Klimat konsumeryzmu i nieodpowiedzialne rynkowe reformy edukacji uderzają w istotę wychowania i skazują uczniów, studentów i nauczycieli na los zakładników otoczenia i chwili. Nie wolno jednak zrezygnować ze społeczeństwa ludzi nieobojętnych, dlatego trzeba reanimować edukację liberalną.

Nearly a decade ago officials at New Jersey's 19 community colleges sought a way for the state's two-year career and technical college system to work together to more efficiently serve the workforce development needs of the state. The goal was to say to businesses, "If you have a training need, we can help by delivering the "combined" training expertise and resources of all of our community colleges to your employees, no matter where your business is located." Ten years later, through an innovative statewide partnership, New Jersey community colleges have managed to do just that. When New Jersey started down this path in 2003, its colleges were invited to provide modest startup capital to create the New Jersey Community College Consortium for Workforce and Economic Development. All 19 of New Jersey's community colleges joined the consortium and provided funding to open an office, hire an executive director, and begin statewide marketing to the business community. Since that time, the consortium has provided training (through its member colleges) to more than 60,000 employees at more than 3,400 businesses throughout New Jersey. One of the consortium's greatest successes is its collaboration with statewide trade associations. The power of this statewide collaboration was recently brought to bear on a new training model that is already showing great promise. Called "Training on Demand," this latest approach emphasizes employer needs while leveraging partnerships to maximize the resources available throughout the state. Training on Demand actively engages local and regional employers in the design of the curriculum, the delivery of the training, and the screening and selection of trainees to both encourage successful placement and promote efficiency.

Herein, we report the catalytic activity of a series of platinum(II) pre‐catalysts, bearing N‐heterocyclic carbene (NHC) ligands, in the alkene hydrosilylation reaction. Their structural and electronic properties are fully investigated using X‐ray diffraction analysis and nuclear magnetic resonance spectroscopy (NMR). Next, our study presents a structure‐activity relationship within this group of pre‐catalysts and gives mechanistic insights into the catalyst activation step. An exceptional catalytic performance of one of the complexes is observed, reaching a turnover number (TON) of 970 000 and a turnover frequency (TOF) of 40 417 h−1 at 1 ppm catalyst loading. Finally, an attractive solvent‐free and open‐to‐air alkene hydrosilylation protocol, featuring efficient platinum removal (reduction of residual Pt from 582 ppm to 5.8 ppm), is disclosed. [ABSTRACT FROM AUTHOR]

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Geogrid materials applied within asphalt layers defer or prevent the occurrence of reflective cracking. The contribution of this work significantly adds to extending pavement serviceability and improving benefit/cost analysis. Since 1970s many studies have demonstrated the benefits of geogrid reinforcement in asphalt pavements, but this knowledge did not translate to their extensive usage in the actual construction practice. Among potential reasons are higher initial costs, lack of in-depth understanding of working mechanism within adjacent asphalt layers and lack of commonly standard design procedures. This paper presents a recent study, which investigated the effect of geogrid reinforcement on asphalt mixture specimens. Two types of laboratory experiments were conducted, namely monotonic (strength and fracture) testing and cyclic (fatigue and modulus) testing. The results demonstrated a significant strengthening contribution of geogrid, which was observed regarding fracture energy results and terminal deflections in the fatigue testing. This paper also presents a short example connecting pavement deflections with the allowable axle loading (also known as fatigue life) to demonstrate the practical implications of geogrid reinforcement. The undertaken analysis shows the reduction of pavement deflections due to the geogrid application, which potentially leads to a significant extension of pavement fatigue life. Paper concludes with several recommendations for further work in the area of geogrid reinforcement.

For the past 45 years, New Jersey community colleges have helped thousands of students pursue higher education to gain skills, earn college credentials, and better their lives. Today, New Jersey's 19 community colleges enroll over 400,000 students across 70 campuses, fulfilling community colleges' traditional core mission: granting access to higher education. Yet while access remains core to our mission and an essential goal, it is no longer a sufficient aim. The country's economic future depends on the school leaders' ability to develop an educated, highly skilled workforce. For their part, community colleges across the country are adopting a refined and recharged mission with "access to success" at its core. To address this critical mission of college completion and student success, along with the more challenging fiscal climate, New Jersey's community college trustees and presidents agreed to pursue collectively the best and boldest ideas to promote economic sustainability, improve quality, and most significantly, improve student success. In addition to significant efforts to strengthen student achievement in postsecondary education, one issue critical to college completion and improving student success continues to be the student transfer experience from community colleges to baccalaureate institutions. In this article, the authors discuss the role of presidential leadership in improving New Jersey's community college transfer experience.

LOBANOV, N. A., MAŽEIKIENĖ, N., SKVORTSOV, V. N. (Eds.), 2013. Continuous education as a prerequisite of the development of professional competences. Monography, Saint-Petersburg.

The aim of the study was to examine implicit and explicit power motive in students as a function of their gender and major (psychology versus economics). It was expected that although men would explicitly declare stronger power motive than women, on the implicit level, there would be no gender difference. Similarly, it was expected that economy majors would declare stronger power motive than psychology majors but this difference would not be observed on the implicit measure. Forty psychology and forty economics majors, with an equal number of men and women in each group, participated in the proper study. They were asked to fill in the questionnaire measuring 3 dimensions of explicit power motivation: leadership, visibility and helping. They also completed an Implicit Association Test (IAT) measuring implicit power motivation. Psychology majors declared stronger power motive expressed through helping behaviors than economics majors. For psychology majors those helping behaviors were related to power motive at the implicit level. On the other hand, economy majors more often than psychology ones declared that they satisfy their power motivation by typical power attributes – influencing others and visibility.