Suchergebnisse

Die Autoren des SEGmente-Bandes haben Erfahrungen aus internationalen und nationalen Lagen zusammengetragen und geben wertvolle Tipps für den Einsatz in Terror- und Bedrohungslagen. Zunächst wird die aktuelle Bedrohungslage in Deutschland eingestuft und auf internationale Anschläge vergleichend bezogen. Danach erläutern die Autoren die komplexen physikalischen Phänomene von Sprengstoffexplosionen und deren pathophysiologischen Konsequenzen im Organismus der Betroffenen. Auf der so gelegten Wissensbasis für präklinisches Fachpersonal werden die rettungsdienstliche Taktik und die Sichtung beim Terroranschlag dargelegt. Ein eigenes Kapitel widmet sich der Zusammenarbeit mit der Polizei, die bei dieser Einsatzlage besondere Bedeutung hat. Der Band wirft zudem einen Blick auf die besonderen Techniken und Materialien, die in der Praxis beherrscht und angewendet werden müssen

In 2000, the European Union (EU) created the European Research Area with the intention of forming a unified area across Europe that would enable researchers to move and interact seamlessly based on a series of aligned working directives. Since 2007, scientific diving in Europe has been overseen by the European Scientific Diving Committee that is based on the principle of promoting the European Scientific Diver and the Advanced European Scientific Diver competencies as the primary European scientific diving standards.

In the next decade the pressures on ocean systems and the communities that rely on them will increase along with impacts from the multiple stressors of climate change and human activities. Our ability to manage and sustain our oceans will depend on the data we collect and the information and knowledge derived from it. Much of the uptake of this knowledge will be outside the ocean domain, for example by policy makers, local Governments, custodians, and other organizations, so it is imperative that we democratize or open the access and use of ocean data. This paper looks at how technologies, scoped by standards, best practice and communities of practice, can be deployed to change the way that ocean data is accessed, utilized, augmented and transformed into information and knowledge. The current portal-download model which requires the user to know what data exists, where it is stored, in what format and with what processing, limits the uptake and use of ocean data. Using examples from a range of disciplines, a web services model of data and information flows is presented. A framework is described, including the systems, processes and human components, which delivers a radical rethink about the delivery of knowledge from ocean data. A series of statements describe parts of the future vision along with recommendations about how this may be achieved. The paper recommends the development of virtual test-beds for end-to-end development of new data workflows and knowledge pathways. This supports the continued development, rationalization and uptake of standards, creates a platform around which a community of practice can be developed, promotes cross discipline engagement from ocean science through to ocean policy, allows for the commercial sector, including the informatics sector, to partner in delivering outcomes and provides a focus to leverage long term sustained funding. The next 10 years will be "make or break" for many ocean systems. The decadal challenge is to develop the governance and cooperative mechanisms to harness emerging information technology to deliver on the goal of generating the information and knowledge required to sustain oceans into the future. ; Peer Reviewed ; Postprint (published version)

In the next decade the pressures on ocean systems and the communities that rely on them will increase along with impacts from the multiple stressors of climate change and human activities. Our ability to manage and sustain our oceans will depend on the data we collect and the information and knowledge derived from it. Much of the uptake of this knowledge will be outside the ocean domain, for example by policy makers, local Governments, custodians, and other organizations, so it is imperative that we democratize or open the access and use of ocean data. This paper looks at how technologies, scoped by standards, best practice and communities of practice, can be deployed to change the way that ocean data is accessed, utilized, augmented and transformed into information and knowledge. The current portal-download model which requires the user to know what data exists, where it is stored, in what format and with what processing, limits the uptake and use of ocean data. Using examples from a range of disciplines, a web services model of data and information flows is presented. A framework is described, including the systems, processes and human components, which delivers a radical rethink about the delivery of knowledge from ocean data. A series of statements describe parts of the future vision along with recommendations about how this may be achieved. The paper recommends the development of virtual test-beds for end-to-end development of new data workflows and knowledge pathways. This supports the continued development, rationalization and uptake of standards, creates a platform around which a community of practice can be developed, promotes cross discipline engagement from ocean science through to ocean policy, allows for the commercial sector, including the informatics sector, to partner in delivering outcomes and provides a focus to leverage long term sustained funding. The next 10 years will be "make or break" for many ocean systems. The decadal challenge is to develop the governance and cooperative mechanisms to harness emerging information technology to deliver on the goal of generating the information and knowledge required to sustain oceans into the future. ; Peer Reviewed ; Postprint (published version)

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

The representative and interdisciplinary longitudinal study COCON (acronym for "Competence and Context"), supported by the Swiss National Science Foundation, examines the process of growing up and competence development of more than 3.000 children and adolescents in the German- and French-speaking part of Switzerland (Buchmann, Fend, 2004). COCON's goal is to investigate the complex interaction between social contexts, competence development and coping with early life course transitions (e.g., school entry, transitions to secondary education, to occupational training and to employment). The following aspects are thus at the core of the project:
• Socialization contexts (family, school, friends, leisure/media)
• Institutionalized (status) transitions in the life course
• Individual competence development
COCON investigates three cohorts, representing three prototypical stages of growing up: 6-year olds (mid childhood – first cohort), 15-year olds (mid adolescence – second cohort) and 21-year olds (early adulthood – third cohort). For the 6- and 15-year olds primary caregivers and teachers are also surveyed. We shall continue to follow up the two younger cohorts (6- and 15-year olds in 2006) within the framework of the representative longitudinal study. So far, five survey waves have been conducted. In 2012, the 12-year olds of the first cohort made the transition from primary to secondary schooling. More than half of the 21-year olds of the second cohort mastered the transition to the labour market. Most of the other half is attending higher education. Educational trajectories of young adults are highly variegated, thus influencing young people's competence development in varied ways. Further information and results can be found on: www.cocon.uzh.ch. Since December 2013 the COCON data from the first three survey waves are available as scientific use files.

Introduction: Naturally occurring and man-made disasters have been increasing in the world, including Europe, over the past several decades. Health systems are a key part of any community disaster management system. The success of preparedness and prevention depends on the success of activities such as disaster planning, organization and training. The aim of this study is to evaluate health system preparedness for disasters in the 27 European Union member countries. Method: A cross-sectional analysis study was completed between June-September 2012. The checklist used for this survey was a modified from the World Health Organization toolkit for assessing health-system capacity for crisis management. Three specialists from each of the 27 European Union countries were included in the survey. Responses to each survey question were scored and the range of preparedness level was defined as 0-100%, categorized in three levels as follows: Acceptable; Transitional; or Insufficient. Results: Response rate was 79.1%. The average level of disaster management preparedness in the health systems of 27 European Union member states was 68% (Acceptable). The highest level of preparedness was seen in the United Kingdom, Luxemburg, and Lithuania. Considering the elements of disaster management system, the highest level of preparedness score was at health information elements (86%), and the lowest level was for hospitals, and educational elements (54%). Conclusion: This survey study suggests that preparedness level of European Union countries in 2012 is at an acceptable level but could be improved. Elements such as hospitals and education and training suffer from insufficient levels of preparedness. The European Union health systems need a collective strategic plan, as well as enough resources, to establish a comprehensive and standardized disaster management strategy plan. A competency based training curriculum for managers and first responders is basic to accomplishing this goal. Keywords: Disaster medicine; Disaster preparedness; ...

In the next decade the pressures on ocean systems and the communities that rely on them will increase as multiple stressors of climate change, food security and human activities start to impact. Our ability to manage and sustain our oceans will depend on the data we collect and the information and knowledge generated. Much of the uptake of this knowledge will be outside the ocean domain, for example by policy makers, local Governments, custodians and other organizations, so it is imperative that we democratize or open the access and use of ocean data. This paper looks at how technologies, scoped by standards, best practice and communities of practice, can be deployed to change the way that ocean data is accessed, utilized, value added and transformed into information and knowledge. The current portal-download model which requires the user to know what data exists, where it is stored, in what format and with what processing, limits the uptake and use of ocean data. Using examples from a range of disciplines, a web services model of data and information flows is presented. A framework is described, including the systems, processes and human components, which delivers a radical rethink about the delivery of knowledge from ocean data. A series of vision statements describe parts of the future vision along with a series of recommendations about how this may be achieved. The paper recommends the development of virtual test-beds for end to end development of new data workflows and knowledge pathways. This supports the continued development, rationalization and uptake of standards, creates a platform around which a community of practice can be developed, promotes cross discipline engagement from ocean science through to ocean policy, allows for the commercial sector, including the informatics sector, to partner in delivering outcomes and provides a focus to leverage long term sustained funding. The next ten years will be �make or break� for many ocean systems. The decadal challenge is to develop the governance and co-operative mechanisms to harness emerging information technology to deliver on the goal of generating the information and knowledge required to sustain oceans into the future.

In the next decade the pressures on ocean systems and the communities that rely on them will increase along with impacts from the multiple stressors of climate change and human activities. Our ability to manage and sustain our oceans will depend on the data we collect and the information and knowledge derived from it. Much of the uptake of this knowledge will be outside the ocean domain, for example by policy makers, local Governments, custodians, and other organizations, so it is imperative that we democratize or open the access and use of ocean data. This paper looks at how technologies, scoped by standards, best practice and communities of practice, can be deployed to change the way that ocean data is accessed, utilized, augmented and transformed into information and knowledge. The current portal-download model which requires the user to know what data exists, where it is stored, in what format and with what processing, limits the uptake and use of ocean data. Using examples from a range of disciplines, a web services model of data and information flows is presented. A framework is described, including the systems, processes and human components, which delivers a radical rethink about the delivery of knowledge from ocean data. A series of statements describe parts of the future vision along with recommendations about how this may be achieved. The paper recommends the development of virtual test-beds for end-to-end development of new data workflows and knowledge pathways. This supports the continued development, rationalization and uptake of standards, creates a platform around which a community of practice can be developed, promotes cross discipline engagement from ocean science through to ocean policy, allows for the commercial sector, including the informatics sector, to partner in delivering outcomes and provides a focus to leverage long term sustained funding. The next 10 years will be "make or break" for many ocean systems. The decadal challenge is to develop the governance and co-operative mechanisms to harness emerging information technology to deliver on the goal of generating the information and knowledge required to sustain oceans into the future.