Suchergebnisse

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

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.

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

In the background of those physicians who have problems in medical practice serious enough to attract attention by the licensing body, there are factors that apparently can help predict such behavior. As a candidate for medical school the applicant more likely to have future problems has the following profile: (1) older than the average applicant with a lower grade point average; (2) more likely to have used tobacco; (3) did not receive a baccalaureate degree; (4) no military service; (5) turned in a sloppy handwritten application form, and (6) received a less than ideal character reference by the college from which applying. Furthermore, after admission to medical school the person more prone to future problems tends to be a poorer student than his peers and to receive a poorer rating in his first postgraduate year. The Loma Linda University graduate who has had such problems is also more likely to have settled in Southern California and to be in general practice.

The first attempt to establish a higher education in Malaya was dated back to 1889, a first training course for assistant surgeons. With the public funds, King Edward VII Medical School and King Edward VII College of Medicine were established to meet the local needs. Raffles College was then established a few years later to provide courses in art and science and with the hope that these colleges would form the nucleus of the future university. In 1947, the King Edward VII College was amalgamated with Raffles College to form the University of Malaya, which was located in Singapore. Following the declaration of independence by Malaya and the perspective of expansion of the University in Kuala Lumpur, the committee has agreed to establish two largely autonomous divisions of equal status in Kuala Lumpur and Singapore, with a vice chancellor to be based in Kuala Lumpur. After the formation of Malaysia, the rapid expansion in the social and economic has boosted the number of population. University of Malaya alone could no longer meet the increasing demand for higher education facilities. This led to the establishment of another four universities to accommodate the needs of higher education. Various events that happened have influenced the admissions, teaching and language policies of the universities. In order to restructure the society, the universities have set up the pre-university courses for the bumiputera students to prepare them better for the university courses and thus trying to reduce the higher failure rates among the group. The main medium of communication in the universities has been set as Bahasa Malaysia to promote unity and harmony of the society. The five universities, which are University of Malaya, University of Science, the National University of Malaysia, the University of Agriculture and the University of Technology have their own focus in their respective field of expertise. The University and University College Act was enacted to guide the directions of the universities as well as to restrict the students' activities. As the effect, the universities in Malaysia share the similar administrative pattern. And all the universities are funded by the government. Prior to the admission to the universities, the students need to go through the primary education, lower secondary education (LCE) and upper secondary education (MCE or SPM). Those who pass well in the exams may gain admission to the 2 years of sixth form (HSE), which is set as the university admission requirement. The courses offered in the universities range from certificate to postgraduate studies, in part time or full time. Students' Representative Council (SRC) consists of a representative from each faculty, institutions and all the registered students. The objectives of SRC are to foster a spirit of corporate life among students, to organize and supervise students' welfare activities, to represent students in dealing with the vice-chancellor regarding the living and working conditions of the students and to undertake activities as may be determined by the council from time to time. The tuition fees and the accommodation fees vary from university to the others.

It is increasingly apparent that physicians and veterinarians share the same pool of scientific knowledge and that diseases of animals have many direct and indirect connexions with human health. Nowadays it is realized that, given the opportunity, the veterinarian can make substantial contributions to the medical services by (a) controlling zoonoses, (b) supervising the hygiene of food, especially food of animal origin, (c) assisting in the detection and prevention of environmental pollution, (d) facilitating exchange of research information on analagous problems in man and animals, and (e) ensuring a supply of healthy, standardized laboratory animals. Appropriate administrative machinery at government level is necessary to enable the veterinarian to develop and exercise his potential in this field and to ensure full and effective collaboration between the medical and veterinary professions. Conventional veterinary education provides an excellent background for public health work, but special training is also necessary, at both the undergraduate and postgraduate levels, for veterinarians who are to assume responsibilities in public health. A fuller partnership between these two health professions, which have so much in common, should be encouraged in various ways, for example by sharing some courses during university education, and by joint meetings to discuss problems of mutual concern.

From its earliest times education has had a disciplinary basis. Aristotle's works, for example, exhibited a systematic survey of Greek knowledge under clearly defined categories and divisions, disciplinary in nature. The tendency to organize knowledge in this way has persisted down to the present. In recent times, however, counter-reactions to the increasing fragmentation and specialization of knowledge have occurred. Current trends include the establishment of undergraduate instruction in general education and broader fields for postgraduate study. Increasingly, colleges and universities offer courses transcending the boundaries of traditional departments to provide a more comprehensive viewpoint for the understanding of intellectual and social problems. Teaching programs in the liberal arts and sciences alike are frequently developed aiong interdisciplinary 1ines, and students now have opportunities to embark on entire courses of study free of the restrictions of orientation to single departments. In the area of research, new forms of cooperation are emerging both within and outside the ordinary departmental structures. In government and industry, research teams are assembled whose members are drawn from a variety of disciplinary backgrounds. Within the universities, divisional administrative and organizational structures have replaced departmental ones in some academic institutions, and journals catering to less specialized intellectual and academic interests have been founded.

This report compares manpower policies, peacetime force structures, and the character and time-phased availability of reserve forces in Denmark, the Federal Republic of Germany, Norway, and the United Kingdom. Information provided by standard comparative sources is insufficient for military balance assessments, as baselines for force reduction negotiations, and for reinforcement planning. This paper was based on national publications and documents and direct assistance from European defense authorities and experts. Differences in countries' history and conditions have led to a diversity of manpower policies and force structures--which may limit the feasibility and desirability of standardization. Universality of military conscription is at best approximated. Lengths of regular duty and reserve obligations vary within nations. The peacetime armies of Denmark, West Germany, and Norway have 30, 51, and 80 percent conscripts, respectively. Longer term volunteers and conscripts with extended obligations tend to fill complex tasks. These countries have significant mobilization potentials with relatively high readiness. (Author) ; Defense Resources Management Education Center Naval Postgraduate School, Monterey. California ; http://archive.org/details/manpowerprocurem00sohl ; NA