Suchergebnisse

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.

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.

The difficulties of changing / M.L.J. Abercrombie -- The reorganized National Health Service : theory and reality / Leslie H.W. Paine -- Changing concepts in university health / C.J. Lucas -- Implications of shortening the time spent in hospital / C.J. Roberts -- The nurse's contribution to care / Lisbeth Hockey -- Some quandaries facing the health visitor in these times of change / Mary McClymont -- Commitment and concern in the health service / R.D. Weir -- The response of the hospital doctor to the health requirements of a changing society / Douglas Roy -- The place of academic research / A. Guz -- Health education, cancer and postgraduate training / Graham Joyson -- Women and their health : is there a conflict? / Peter Huntingford

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.