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The development and growth of the Royal College of General Practitioners in Britain against a background of escalating need for postgraduate courses within their society is outlined. The structuring of postgraduate medical education under government sponsorship with the inception of the National Health Service is described; and its evolution over the past 20 years.

There are many advantages for a law graduate to pursuing a period of advanced study of legal problems and issues abroad. Colleges and Universities in other countries may be able to offer tuition or facilities in specialised topics, or may offer new approaches to legal issues, which can stimulate the student and enable him or her to return home with new ideas. Postgraduate legal education can therefore be very useful whether you are intending to become a law teacher yourself, or go into practice, or into government service. The basic requirement for entry into postgraduate courses is a good honours degree from a University or College with an international standing, plus a good knowledge of English. It is vital for the student as well as the University to ensure that this necessary educational background has been achieved. Nothing is more disappointing than to embark on a course and find that you are badly prepared for it. You can waste a lot of time and money trying, sometimes too late, to remedy a deficiency in your basic education. ; peer-reviewed

Although there is widespread agreement that education is positively related to earnings, there is no consensus on the manner in which years of schooling are translated into earned income. Five basic models, 3 suggested by the literature & 2 which are composite models of the first 3, are set forth as competing alternative models of the mechanisms by which educational attainment is converted into earnings. Data from a 1% sample of the native white civilian labor force of the United States in 1970 (number of cases = 227,918) are used to determine which model best explains the manner in which education is converted into earnings. Findings reveal that the rate of return to each completed year of schooling varies considerably depending on whether the schooling was at the elementary, secondary, undergraduate, or postgraduate level. Further, sizable increments in earnings were associated with the attainment of the college credential & the completion of elementary school. Surprisingly, an economic bonus associated with the completion of high school is not evident. Equally surprising is the finding that postgraduate education may have a depressing influence on earnings. 3 Tables, 1 Figure. Modified AA.

Major changes in the advanced education of officers have always occurred following a wartime period. In the post-Vietnam period 1 change can again be anticipated and educational policy should be reviewed . The overall objective of Navy postgraduate education is to provide an efficient springboard for the continued professional development of career officers. This objective is broken down in the FY 1974 DOD Military Manpower Training Report in terms of five specific military needs: (1) The need to fill specified billets in which graduate education is essential for optimum performance of duty. (2) The need for a well-educated pool of manpower from which to select leaders and policy makers of the future. (3) The need to sustain morale and job satisfaction --many officers seek personal fulfillment through higher education and its application in their work . (4) The need for satisfactory career progression --in the all-volunteer force environment of the future 1 the military must attract prospective officers who see industry and government organizations providing advanced educational opportunities for their employees. (5) The need for military officers to keep abreast of developments in the civilian sector --the military officer cannot function insulated and divorced from the civilian society. The current postgraduate education system has been developed in keeping with res policy issued in 1964 1 and is addressed primarily to the first of these five needs. The subspecialty areas defined in OpNav Instruction 1211.6D of January 1973 1 the related nineteen career management communities under OTMS, and educational programs in the traditional academic disciplines have all been carefully refined and matched over the last decade by OpNav and BuPers to define requirements and gain efficient utilization of both URL subspecialist and restricted duty officers. The Navy's Postgraduate education system has been a clear success I both in terms of numbers and of recognition by the promotion system. During the years 1964-1972 I the fraction of URL officers in the grade of LCDR and above with postgraduate education has increased from 24% to 38% 1 and the fraction of Flag officers so educated has increased from 33% to 52%. If restricted duty* officers are included in the count, these numbers become 29% to 44%, and 40% to 56% respectively. Yet with all the effort given by the Navy, this system has not worked to reflect high utilization. In a recent study, 36% of all URL subspecialist officers had never served in a related billet, and only 48% of the validated subspecialist billets were manned by officers with a related subspecialty. The discrepancy between actually having a highly educated URL officer corps and the apparent utilization of their education when measured by specified disciplines in pre-determined billets speaks for itself despite a decade where the subspecialty system has been emphasized. ; Approved for public release; distribution is unlimited.

Major changes in the advanced education of officers have always occurred following a wartime period. In the post-Vietnam period, change can again be anticipated and educational policy should be reviewed. The overall objective of Navy postgraduate education is to provide an efficient springboard for the continued professional development of career officers. This objective is broken down in the FY 1974 DOD Military Manpower Training Report in terms of five specific military needs: (1) the need to fill specified billets in which graduate education is essential for optimum performance of duty. (2) The need for a well-educated pool of manpower from which to select leaders and policy makers of the future. (3) The need to sustain morale and job satisfaction -- many officers seek fulfillment through higher education and its application in their work. (4) The need for satisfactory career progression -- in the all-volunteer force environment of the future, the military must attrtact prospective officers who see industry and government organizations providing advanced educational opportunities for their employees. (5) The need for military officers to keep abreast of developments in the civilian sector -- the military officer cannot functiion insulated and divorced from the civilian society.

A guidebook on the U.S. Navy on the Monterey Peninsula, part of a series.

Although a remarkably large number of organizations exist which are devoted to research in polar regions and/or to the collection and dissemination of knowledge about them, very few of them are "polar" institutions, or even "arctic" institutions in the sense of being interested in everything polar, or arctic. . The major exceptions are the Arctic Institute of North America, the Scott Polar Research Institute in England and, to some extent, the Arctic and Antarctic Scientific Research Institute of Leningrad, with their large diversified libraries. Many of the existing polar and arctic institutions . perform their teaching roles, if any, principally through the involvement of their staffs in the academic departments of the universities with which they are most closely associated. As institutions, they appear to stimulate teaching rather than act as centres of it. This situation is illustrated in the case of Canada where a report by Kupsch and Caillol shows that virtually all teaching about the Arctic is being carried on within specialist academic departments - of history, anthropology, biology, geography, geology, etc. . Some polar institutions seem to have stimulated more teaching than have others over the years. In Canada, again, the relatively recent upsurge of courses dealing with aspects of the Arctic at the Universities of Saskatchewan and Alberta, including very successful extension courses conducted at locations in the Arctic, are a reflection of the efforts of the Institute for Northern Studies, Saskatoon, and the Boreal Institute, Edmonton, respectively. Similarly, it would appear that the Centre d'Etudes Nordiques has greatly stimulated teaching about the Arctic at Université Laval, Québec. In the United States, Dartmouth College at Hanover, New Hampshire, with its Steffansson Collection has been a focus for teaching about the Arctic; and the Institute of Arctic and Alpine Research of the University of Colorado, Boulder, and the Ohio State Institute of Polar Studies are other centres which are currently active in the field. The development of universities at high latitudes has, of course, provided a fine opportunity for students to pursue their studies within normal academic disciplines while gaining real experience of the Arctic. Developments in the U.S.S.R. (Syktyvkar and Yakutsk), Sweden (Luleå), Norway (Tromsø) and Finland (Oulu) are clearly of great significance in this regard. In the English-speaking world, the University of Alaska is still the only institution of university status located in the Arctic. . It would appear, . that the first formal programme leading to a postgraduate qualification in polar studies - outside the U.S.S.R. at least - will be inaugurated in October 1975 by the Scott Polar Research Institute (SPRI) of Cambridge, England. . A new development will be the commencement in October 1975 of a one-year postgraduate course, for graduates of any discipline, leading to a Diploma in Polar Studies of the University of Cambridge. The objects of this course are to provide a broad background of polar knowledge and to offer to each candidate a topic of his or her choice to investigate in depth. Lectures and seminars will cover the following subjects in their relation to both the Arctic and Antarctic: natural environment, peoples, history, resources and problems of development, government and social relations. As no such course is given elsewhere in the world, this is an experiment which will be observed with much interest.

In the UK, the number of centers of higher educ offering graduate management courses (to be distinguished from business studies courses offered at the undergraduate level) has increased greatly. Most are offered within the technical Coll's. About 1,000 'students in the 23-30 yr age range are pursuing courses leading to a MA degree or a postgraduate diploma in general management subjects. A major development in UK management educ has been the establishment of 2 business Sch's, in association with London & Manchester U's, which are modeled along US lines & now offer postgraduate MA's, executive development (middle manag) & senior managers courses. Their planned targets are for 200 postgraduate & 100 post-experience students. The contribution of private centers, ie, independent Coll's, management consultants & commercial Co's, is noted. The British Instit of management has established a Manag Educ Information Unit to offer guidance in the complexities of the educ'al situation. It lists several thousand particular courses, conferences & seminars in management educ & publishes a Conspectus of Management Courses which provides a classified list of courses with information on their objectives, contents, admissions, f &costs. There is no central authority in the UK directing the growth of management educ, but there are some half dozen gov dept's & agencies interested in the patterns of growth. M. Maxfield.

It is argued that those with postgraduate training in sociology are generally not well-prepared for careers in government research. Many exclude themselves from such a role because of their hostility to the process of government and others have an antipathy to the kind of empirical work that is needed. Others though not unsympathetic to such an approach lack training in basic methodology. A more significant problem is that they have little understanding of the constraints on research in a government department. It is suggested that a solution to these problems might be found through greater collaboration between universities and central and local government research units in the postgraduate training of sociologists.

ED092047 ; Contained in this letter is a survey of Department of Defense full-time, fully funded graduate and undergraduate education programs for which over $170 million was spent in fiscal year 1973. Each military service has a program in which officers are selected to attend accredited civilian institutions or military-operated postgraduate schools as full-time students. The officers selected pursue courses lending to a master's or doctorate degree while receiving full pay and allowances, tuition, travel, books, and other related expenses. Although the overall ratio of officers with doctorates to validated positions did not appear to be excessive, there were imbalances in the ratios in certain disciplines. In conclusion the services are not adequately controlling participation in the graduate education programs. e.'he Army and Navy are permitting officers to enroll in disciplines having no validated requirements or in disciplines where there is a sufficient number of officers with advanced degrees already available. Statistical tables related to the text are included.

In 1980, the Office of the Secretary of Defense and the Military Services, in cooperation with the Department of Labor, sponsored a large-scale research project to assess the vocational aptitudes of American youth. A national probability sample of approximately 12,000 young men and women, selected from participants in the National Longitudinal Survey (NLS) of Youth Labor Force Behavior, was given the military's enlistment and job placement test, the Armed Services Vocational Aptitude Battery (ASVAB). This research endeavor, known as the "Profile of American Youth," marked the first time a military qualification test, or any vocational aptitude test, had been given to a nationally representative sample. The Profile Study thus offered a rare opportunity to evaluate the cross-sectional character of military enlistees based on a national measure of vocational test performance. Screening for Service describes the results of a research effort that evolved from the Profile Study. Since the Profile Study sample was nationally representative, and it incorporated the scores of contemporary youth on a version of the ASVAB parallel to that currently used to screen military applicants, it was possible to estimate the numbers and proportions of American youth expected to qualify for military enlistment under existing standards. The military "participation rates" of American youth could also be calculated using enlistment eligibility rates of the general population in combination with information on enlistment behavior. ; Research was supported by the Office of the Assistant Secretary of Defense (Manpower, Installations, and Logistics), under agreement with the Navy Personnel Research and Development Center and the Naval Postgraduate School. ; Approved for public release, distribution unlimited

The role of postgraduate military & civilian education in the training & socialization process of US military officers is examined. Specific concern lies with changes in their arms-control related attitudes during a year as students in war Coll & associated civilian international relations educational programs. Data were collected during the 1972-73 academic year at the Naval War Coll. An experimental design involving a pretest & a posttest, & control & experimental groups were used. Closed-ended & open-ended items, & attitudinal scores were obtained from single items & summative scales. The major findings are: (1) although there was not much change in the inclination to hold an opinion, about 10% of the officers were more willing to express opinions at the end of the year than at the beginning, (2) there was considerable stability in their attitudes with only marginal changes, but the changes that did occur were generally in the direction of more support for arms control, (3) there were only slight differences in the impact of the different educational programs, with a slightly greater increase in support for arms control among the students in the civilian program. This particular phase of the training--socialization process--makes the officers somewhat better prepared to assume policy-level responsibility & shifts their attitudes somewhat in the direction of increased reliance on arms control & other forms of nonhostile relations with the USSR & China. Its impact is congruent with recent shifts in US foreign policy. 8 Tables. AA.