PROBLEMS OF THE AUTONOMY AND FINANCING OF THE ALBANIAN ACADEMY OF SCIENCES

Although founded in 1972, the Albanian Academy of Sciences was subjected to strong political and ideological control until after 1990. Its academic freedom and autonomy were recognized by law in 1994. The Academy has been very much concerned with rehabilitating the fields of the social sciences, particularly Albanian history and Albanian studies in general.     

THE TASKS OF ACADEMIES OF SCIENCES AND THE REFORM OF THE HUNGARIAN ACADEMY OF SCIENCES

The different national Academies of Sciences are as varied as their individual histories and the societies of which they are a part. At the same time, they all have certain characteristics in common. An Academy is usually the highest ranking scientific body in its country. It is independent of higher education institutions, of political parties, and of the state, even if it receives state subsidies. Among the special features of the Hungarian Academy of Sciences, one can cite the fact that its General Assembly includes two hundred representatives of the Hungarian scientific community who serve three‐year terms but cannot participate in elections for new Academy members and that its forty research institutes and eighty research groups that are located and function in universities have a high degree of autonomy in regard to the Academy as such.     

THE CROATIAN ACADEMY OF SCIENCES AND ARTS PAST AND FUTURE

The Croatian Academy of Sciences and Arts traces its origins back to efforts to create a learned society in Croatia during the first half of the Nineteenth Century. At first concerned exclusively with the language, literature, and history of Croatia, it evolved into an eclectic organization conducting and sponsoring research in a wide rage of disciplines and fields. Currently, the work of the Academy is concentrated in eight departments and is conducted by eleven scientific councils, ten committees, and twenty research units. Since its founding, the Academy has published almost 3,400 books.     

RESEARCH PRIORITIES OF THE BULGARIAN ACADEMY OF SCIENCES

The Bulgarian Academy of Sciences which was established in 1969 is the central research institution of Bulgaria. Not only has it been affected by the forces of economic and political transition, but while most of the country vacillated when faced with the need to make radical changes, the Academy early on devised a strategy of comprehensive restructuring. The Academy continues to make internationally recognized contributions to the advancement of science in a number of areas, particularly in the hard sciences. It has by no means neglected the humanities, its original domain of research, where it continues to reinforce Bulgarian culture in a number of areas.     

THE BELARUSSIAN ACADEMY OF SCIENCES DURING THE TRANSITION PERIOD

The work and the prospects of the Belarussian Academy of Sciences are described. The Academy, like other institutions in Belarus, has suffered greatly since the period of transition began in 1990. The Academy and its constituent institutes are struggling to continue providing their traditional leadership in regard to basic and applied research in all disciplines. In some areas, particularly in the hard sciences, Belarussian researchers continue to chalk up internationally recognized successes; however, the size of the research staff in the republic has declined by 50 per cent since 1990, and there is difficulty in recruiting new blood. The basic problem is one of finance; however, the Academy is trying to tap several sources of funding including the government. It is also taking steps to influence the training of young scientists and academics and to forge links with the Academies of other countries. At all costs, Belarus must not lose its scientific potential.     

THE INSTITUTES OF THE LATVIAN ACADEMY OF SCIENCES AND THE INSTITUTIONS OF HIGHER EDUCATION: PROBLEMS OF INTEGRATION

Since achieving independence in 1991, the Republic of Latvia has taken radical measures to reform its system of science on a western model. The funding system has been overhauled, the Academy of Sciences, that used to be a kind of Ministry of Science, has become an academy of the classical type, and the advanced degrees of scientists inherited from the USSR‐era have been nostrificated. The big problem has been that of enacting the decision made to integrate the former institutes that were subordinated to the Latvian Academy of Sciences into the university system. The process has been resisted by university teachers who do not want to do research and by institute scientists who do not want to teach students, particularly undergraduate students. The article describes several measures that have been taken to deal with this problem which still remains unresolved.     

FORMATION OF THE CLASSICAL TYPE OF ACADEMY OF SCIENCES IN LATVIA

Well before the full independence of Latvia and the dissolution of the Soviet Union, Latvia had begun to profoundly reform its national science system. Key events in the process were the foundation of the Latvian Union of Scientists in 1988 and the Latvian Council of Science in 1990. The next step was the radical reform of the Latvian Academy of Sciences such that it became an independent body of the classical academy type. By 1992, the Academy had adopted a new Charter and new Statutes. At the same time, the institutes which had been subordinated to the Academy became independent. In fact, many of the powers of the old Soviet‐style academy were assumed by the Council of Science and the Department of Science and Higher Education which was created within the Ministry of Education. The overall aim was to pattern Latvian science policy and its institutions on western European models.     

程开甲:被授予"两弹一星"功勋的中科院院士——纪念我国第一颗全当量氢弹空爆试验成功40周年

本文拟就新中国第一代铸造共和国“核盾牌”的理论物理学家和原子核物理学家程开甲教授的生平、卓越的贡献及其情系中华的崇高品德,作一简要的介绍。旨在颂扬他为促进祖国的物理学的振兴和国防科技事业的腾飞,而勇于攀登及不惜牺牲自己一切的伟大精神。以此纪念我国第一颗全当量氢弹空爆试验成功40周年。     

THE TRANSFORMATION OF RESEARCH IN THE CZECH REPUBLIC: THE ROLE OF THE ACADEMY OF SCIENCES

The Academy of Sciences of the Czech Republic traces its origins back through the Czechoslovak Academy of Sciences to several private learned societies, one of which was founded in the Eighteenth Century, that eventually received royal (Habsburg) charters. The Academy as it exists today has been affected by the same processes of transition as the rest of Czech society. The Academy and its various institutes are subject to periodic evaluation. It must now share responsibility for research in the Czech Republic with other state organs, particularly the universities.     

博士生学习与博士生导师的主要工作

博士生的学习是一个张扬学术自主性、彰显学术研究性的过程,它融读书写作、研究思考、创新学术为一体.考察博士生学习的最重要的尺度是学位论文的水平.基于此,博士生导师的主要工作不在于能为学生开出几门课,而在于怎样去引导学生学习.或者说,导师的主要工作不在于"教"而在于"导".     

ROLE OF THE SLOVAK ACADEMY OF SCIENCES DURING THE PERIOD OF TRANSITION IN THE SLOVAK REPUBLIC

The transformation of a socialist‐type Academy of Sciences into an institution capable of functioning in a democratic market economy is described. Prior to 1989, the Slovak Academy of Sciences was the state mandated coordinator of science and technology in Slovakia and was funded directly by the state budget. Since 1990, the Academy has had to share many of its prerogatives with other authorities and institutions, as in the case of the universities in regard to doctoral programmes, or to cede them out‐right, as in the case of the Ministry of Education and Science in regard to the coordination of basic research. Its budget has been drastically cut. It has also had to contend with the introduction of a western type of grant programme and system of evaluation for its subordinate institutes, some of which have been closed. In short, the Slovak Academy of Sciences must compete in an increasingly open science market in which it must give proof both of the quality of its work and of the relevance of the latter to the needs of society.     

THE ROLE PLAYED BY THE RUSSIAN ACADEMY OF SCIENCES IN THE SOCIAL,ECONOMIC, AND CULTURAL DEVELOPMENT OF THE COUNTRY

The article is an argument in favour of a type of national science policy in which a National Academy of Sciences is at the same time the highest ranking association of scientists and the capstone of a national organization of research institutes specialized in different fields of the sciences and the humanities. Such was the Soviet Academy of Sciences and is now the Russian Academy of Sciences, the roots of which go back to 1724. The achievements in science of the various Academy institutes are detailed, and while the author recognizes that the universities too perform research, their basic task is teaching. For him, the duality of research in the academy and teaching in the universities has given good results and should continue.     

齊魯工業大學(山东省科学院)

<正>齐鲁工业大学(山东省科学院)坐落于国家历史文化名城——泉城济南,是山东省重点建设的应用研究型大学,同时也是山东省最大的综合自然科学研究机构。学校(科学院)于2017年5月由齐鲁工业大学和山东省科学院整合组建而成。     

ROLE OF THE POLISH ACADEMY OF SCIENCES IN THE OVERALL R&D EFFORTS OF POLAND

In 1951, the Polish Academy of Sciences was set up in Warsaw, more or less on a Soviet model, by the merging of two academies, one in Cracow and the other in Warsaw, that traced their origins to the late Eighteenth Century. The achievements of Polish science owe much to the excellent training and research facilities offered by the Academy, achievements that have won much recognition abroad, both West and East. Confronted with severe financial constraints since the period of transition began in 1989, the Academy has had to make painful adjustments and above all to face the fact that the salaries which it can afford to pay its researchers are abysmally low. Until such time as the economy improves, the continued high quality of the research undertaken by the Academy and its institutes and centres will depend upon their success in developing fruitful foreign partnerships.     

ARITHMETIC AND THE DIFFICULTIES OF CALCULATIVE THINKING

In the past 20 years a substantial literature has accumulated on intervention with deprived preschool children. The unrealistically high hopes of the 1960s have largely been replaced by a more sober analysis of the relevant factors in social disadvantage. One of the more recent developments has been an approach through the skills and attitudes of those adults most concerned with under‐fives, including the staff of pre‐school centres and parents. In Britain the available research has been focussed almost exclusively on nursery schools, neglecting the situation of day nurseries, many of whom cater to deprived inner‐city areas.

The present research was an attempt to explore the possibilities and monitor the problems of working with the trained staff of six London day nurseries. Three programmes were introduced ‐‐ a developmental assessment form, a series of workshops on coping with behaviour problems and workshops on language development.

The project is discussed in terms of the particular difficulties for intervention posed by day nursery practice, the achievements and problems of this project and general implications for action research as a method.     

AN ACADEMY OF SCIENCES IN THE YEAR 2000: A FRENCH CONCEPTION

An Academy of Sciences is the offspring of the scientific community in its country. It is recognized as representative of this community and of the supreme authority of the country which is the guarantor of its independence and freedom. The Academy has the tasks of monitoring, stimulating, and assessing, doing so within the scientific community by means of its publications, its opinions, and the prizes it awards; within the national community, at the political level, the cultural level, and at the social level by its studies, reports, recommendations, and symposia; and at the international level, at which it represents the country in major international scientific organizations (ICSU, ALLEA). If the development of sciences has led countries to organize research structures outside the Academies, the latter, nonetheless, will continue to play an essential role at a time when the interactions of science with the authorities and society are stronger than ever.     

THE ROMANIAN ACADEMY AND THE FREEDOM OF SCIENCE

In common with the Academies of Science of the other European countries, the Romanian Academy traces its origins back to a local scholarly society founded in 1795 in Sibiu to promote the study of the Romanian Language and of Romanian history. Such origins were as much influenced by Herder's stress on the importance of local culture as by Liebnitz's urging that all the great rulers of Europe create academies of science to be in the service of the state. In common with the Academies in the other eastern and central European countries, the Romanian Academy suffered under communism but was re‐established with a new lease on life after the collapse of the communist regime. The oldest international non‐governmental organization committed to international scientific co‐operation is the International Council of Scientific Unions (ICSU) that was created in 1931. Its Standing Committee on the Free Circulation of Scientists (SCFCS), created in 1963, contributed to liberalizing science in the communist countries and in bringing about the rebirth of the Academies in eastern and central Europe after the collapse of communism. The Romanian Academy was a founding member of ICSU.