The Southern Regional Education Board started a resource development internship project (RDIP) to improve the relationship between higher education to programs of social and economic change by supporting and facilitating roles of universities and colleges in student internships. In the five years prior to this report, 355 interns completed RDIP projects. These projects were sponsored by the Economic Development Administration, Department of Labor, and others government agencies at the local, state, and regional levels. This report proposes solving the absence of comprehensive information pertaining to internship programs.
The Foreign Service Institute (FSI) was organized in 1946 to train Foreign Service officers so that they will be able to carry out foreign policy more effectively. One of the recognized deficiencies in the Foreign Service, the insufficient knowledge of foreign languages, has received much attention at the FSI. Because of the accelerated language program, the language competency of the officers has increased very considerably. In addition, the testing for language ability is now formalized & all persons who come through the FSI are given an examination. Officers receive training at various times in their career. The structure of the FSI's training program is in the form of a pyramid: training is given at the base to all officers entering the Service; at the mid-point to about 33% of the mid-career officers; & at the top to a few senior officers. The success of the training program & the future of the FSI depend largely on the support of the various agencies of the gov, the President, the Congress, & the general public. Great strides have indeed been made in the training wing of the State Dept. Continued efforts by the FSI as well as greater external support will increase the professional capacity needed to carry out our foreign policy. AA.
In an effort to explore the learning experiences of participants in UN activities, 25 delegates from 25 diff nations to the UN General Assembly were interviewed shortly after they arrived in NY for their first period of service, & again 2 months later. A h was designed to explore 5 general propositions: participation in the UN (1) changes notions about how the UN actually operates; (2) changes notions about how the UN should operate; (3) changes att's on particular issues; (4) changes att's toward particular nations; (5) influences the subsequent behavior of participants. Re the first 4 propositions, attitude change was measured in the context of an agenda item for which the delegate would be responsible during the General Assembly. Potential influence of General Assembly participation on subsequent behavior was explored by asking for an estimate by the delegates in the post-test. 2 findings are of particular interest: (A) persons who have not served in the UN seem to have very limited knowledge about how the UN actually operates; & (B) participation in the General Assembly may enable them to use the UN more effectively when they return to their permanent posts. It is also suggested that successful participation in internat'l org's may require a diff combination of personality characteristics & experiences than is required for participation in more traditional diplomacy. The interviews make possible the formulation of a more precise set of propositions for further inquiry: participation in the UN (a) Provides the delegate with more precise knowledge about UN poll processes than he had before. (b) Causes the delegate to perceive the UN more as an appendage of more proximate pol'l processes & less as a distant island. (c) Causes the delegate to see it more as an instrument for gradual adjustment toward consensus & less as a device for producing immediate solutions. (d) Makes delegates more tolerant of the many speeches & prolonged negotiation of UN diplomacy, & more competent in the practice of this diplomacy. (e) Expands the number of nations & the number of issues of which the delegate is aware. (f) Expands the number of nations & the number of issues in which the delegate feels involved & for which he feels some responsibility. (g) Changes the delegate's affective map of the world - ie, alters his designation of which nations are the `good guys' & which are the `bad guys.' (h) Provides the delegate with new personal contacts with officials from other nations that temper conflict with these officials & open new channels of COMM's. AA.
The history of managerial training since 1917 is outlined. management training has been one of the main concerns of the Byelorussian Soviet Socialist Republic since it seized power in 1917. The particular features of the Soviet regime, under which great importance is attached to the collective principle in the manag of state affairs & the nat'l economy, are described. The gov, by decree of Sep 17, 1920, ordered that workers' faculties should be set up at all higher educ'al establishments to prepare workers & peasants for studies. A 3-yr day course program to train skilled workers, engineers & technicians & a 4-yr evening course program were set up. Instruction was free & grants, accommodation, books, etc, were made available. Help received from the USSR in the form of an influx of experienced engineers & technicians & in reconstruction aid has contributed to the success of industr'ization in Byelorussia. Now, as a rule, all managerial staff in industry & building undergoes specialized training & has higher educ. The complexity of the training required has resulted in a whole system of pre-service & in-service training & retraining. This system is discussed in detail. In 1965, the econ administration of the USSR was reorganized to develop worker initiative at all levels, improve management & planning, stimulate production & speed up sci'fic & technical progress. New regulations for socialist enterprises were introduced & a gradual transition to new forms of manag is expected. About 1,000 members of managerial staffs are now taking postgraduate correspondence courses at instit's of higher learning, without interrupting their regular work activities. 2 current urgent problems are noted: the training of econ'ts & the training in econ's of student engineers & other specialists. To give a modern manager a through all-round training requires the cooperation of sociol'ts, econ'ts, org experts, jurists, psychol'ts, mathematicians & engineers. All these aspects are reflected in the Byelorussian gov's current program for the training & retraining of managerial personnel. The latest developments & plans for the future are delineated briefly. M. Maxfield.
In: Canadian journal of economics and political science: the journal of the Canadian Political Science Association = Revue canadienne d'économique et de science politique, Band 23, Heft 4, S. 467-479
If we are to live we must act; action necessitates making choices; our choices, in turn, reflect philosophical outlooks and a multitude of competing pressures from the material world. In the politics of democracy choices are continually being made at many levels, under varying conditions, with the expectation that there is sufficient consensus within the community to produce or support decisions regarded by the members as comprehensible and tolerable.In recent years political scientists have been directing their investigations to elections, probably the most conspicuous example of a formal choosing process in which most members of the community are entitled to participate. Resourceful manipulation of the cold figures in which these choices are recorded is now beginning to yield conclusions that can be expressed in qualitative as well as in the more customary quantitative terms. We are learning more and more about why voters make the political choices they do and we can confidently look to the "psephologists," hovering over their wired boards, to give us more illuminating insights into this area of making decisions.
"This book is a modest legacy of shared thought which over the years has dwelt on questions of "success" in services to group relations. Its co-authors have long sensed a growing need, in the interest of community thinking about our institutions of work enterprise and home living, of contacts between practitioners in both fields to reach understandings about the kinds of goodness in "good" group relations which each means to help develop. To the immediate receivers of help good comes of it, perhaps quite to their content, if it simply leaves relief of thwarts and strains in difficult situations. To those who bear the expense of professional service, whether in a factory or in a neighborhood of families, results may seem good with relations smoothed in the grooves of accepted forms and feelings, however charged these may be with latent ill. For critical and loyally anxious thinkers about our institutional ways of life, that help brings most good where its receivers become alerted participants in a rethinking of values in their problems for solutions on new levels of relationship. Here the "alerting" is a question of recognizing the dynamics of response between persons in roles which present a complex structure of special sentiments and behaviors. What the community needs is more people who see these in terms of their higher "group-adjustive" possibilities. Otherwise what we get, especially in industry, is stock impulses just to "humanize relations" or to address large complex problems with mere moralizing appeals, as when voices during recent labor-trouble seemed a town-wide choir of earnest barkers-up of wrong trees. With such a background what is here offered is not an informative treatise covering family and factory matters, but illustrative examination of experiences in both fields to demonstrate leads toward the achieving of "good" membership-character. Its appeal lies in its concern with social learning in work-groups and homes; its aim is to stir fresh perceptions for powers of "situational thinking." The main steps in this sequence of chapters are (1) to remark the specific kinds of perceptive competency that qualify anyone to be a real "member"; (2) to illustrate the scope of socially adjustive learnings in the factory, where relationships are between persons as bearers of specialized roles; (3) to develop what a "culture-conscious" and "situational" approach can mean in services to the family, where people learn basic adjustive perceptions in their association as whole personalities; and (4) to enlarge on the nature of "success" in enrichments of individual participation, and in standards of group fulfillment for the community"--Preface. (PsycINFO Database Record (c) 2014 APA, all rights reserved).
The purpose of this study is to point up the importance of the training of in-service teachers for the improvement of instruction. Further, the purpose is to suggest a program for the training of in-service teachers in the large urban school. The writer traces the historical development of education for in-service teachers. Since selected practices of some school systems are changing, this study redefines the factors effecting the training of in-service teachers. In presenting this study a statement should be made about the point of view which is held to be true: that the purpose of education modifies the behavior of in-service teachers and contributes to professional improvement and happiness. The training of an in-service teacher should be judged in terms of what it does for him and the improvement of his instruction. Teacher training should be a part of the on-going program in helping children to achieve. As pupils are learners so are teachers and their learnings should satisfy both their interests and their needs. Teachers are interested in quality instruction which is the most important determinant of the achievement each generation will attain. Specifically, this study holds that both inexperienced and experienced teachers need in-service improvement; that the faculty meeting, when properly conducted, is still one of the best known means of training in-service teachers; that many contributions may accrue from faculty committee meetings. Teachers have genuine concern and a keen interest in their improvement activities. A professional advancement program can be conducted so that teachers feel the responsibility of carrying out the project with great enthusiasm. It holds that the improvement plan cannot raise teachers without their personal vision and competence; and lastly, dynamic and democratic leadership form the basis for greater participation in teacher growth.
This report details the 356 interns during a period of two years that have completed projects throughout the southern United States with help from the Resource Development Staff. The interns collaborated with 145 government agencies and 85 southern colleges and universities. Grants worth over $1,000,000 were awarded to the SREB from 1967-1969. The SREB internship program created a practical model for service-learning that meets the needs of community agencies, educational institutions, and students. This article examines the program at Mars Hill College and the city of Charlotte.
Conflict in primate society / S.L. Washburn -- Resolution of social conflict in animals and man / M.R.A. Chance -- Role of conflict in human evolution -- Conflict, dominance and exploitation in human systems of social segregation : some theoretical perspectives from the study of personality in culture / George De Vos -- Intra-personal conflict and the authoritarian character / H.V. Dicks -- The authoritarian character in war -- Conflict in formal organizations / J.A.A. van Doorn -- Patterns of conflict in social groups -- Conflict in cities / Ruth Glass -- Role of cities in social unrest -- Nationalism as a source of aggression / Z. Barbu -- Internal conflict and overt aggression -- Conflict and leadership : the process of decision and the nature of authority / Harold D. Lasswell -- Objective appraisal of conflict -- Conflict management as a learning process / K.E. Boulding -- Regulation of conflict -- Models of conflict : cataclysmic and strategic / Anatol Rapoport -- Strategic thinking and state interests -- Power and communication in international society / Karl W. Deutsch -- Compliance in modern society -- The role of law in conflict resolution / B.V.A. Röling -- External and internal sources of international tension / Karol Lapter -- Conflict as a function of change / J.W. Burton -- International aspects of conflict
Considers (90) S. 836. ; Considers S. 836, to create a foundation to promote social science research and scholarship. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VIII ; Considers (90) S. 836. ; Considers S. 836, to create a foundation to promote social science research and scholarship. ; Mode of access: Internet.
Progress in meeting the mental health needs of Coll & U has been very uneven. To bring together existing knowledge on the topic, the World Federation for Mental Health & the Internat'l Assn of U's sponsored an internat'l conference at Princeton in 1956. All delegates expressed the opinion that mental health problems were the most serious faced by S's, yet few institutions have sufficiently well developed psychiatric services available. A committee of the Group for the Advancement of Psychiatry has raised questions as to how we can promote better teaching & learning in our Coll's & simultaneously contribute to the emotional maturity of S's & faculty. The establishment of a mental health program should involve both faculty & administration as its success depends upon them. The Conference unani mously agreed on a set of recommendations: that the promotior of mental health is the concern of every person connected with the Coll; a mental health program should be adjusted to the particular institution; training programs for personnel should be developed; special attention should be given to S's who fail to complete Coll; guidance & counselling programs should be established in both secondary Sch's & Coll's; Coll's should provide opportunities for S's to obtain instruction in marriage & fam life; res should be a part of all mental health programs; educ in personality functioning should be made available to faculty members; factors impeding the development of maturity should be investigated; S's should be given as much responsibility as possible; special attention should be given the lonely S; the needs of married S's need to be recognized; proper housing is a proper concern of planners; sufficient time should be available for leisure time activities for S's; & severe overcrowding produces serious psychol'al problems for many S's. B. J. Keeley.
In an individualized learning situation, sixth graders play against computers and proceed at their own rate to learn about economic principles. Richard L. Wing is Coordinator of Curriculum Research at the Center for Educational Services and Research, Board of Cooperative Educational Services, in Northern Westchester County, New York.
Examines Office of Education administration of grant programs, particularly those in support of supplementary education centers and services authorized by Elementary and Secondary Education Act of 1965. Focuses on series of conferences cosponsored in Hawaii by the Kettering Foundation and the Office of Education, and Westinghouse Learning Corp.'s planned construction of a computerized classroom for a Menominee Indian community in Shawano, Wis. ; Record is based on bibliographic data in CIS US Congressional Committee Hearings Index. Reuse except for individual research requires license from Congressional Information Service, Inc. ; Indexed in CIS US Congressional Committee Hearings Index Part VIII ; Examines Office of Education administration of grant programs, particularly those in support of supplementary education centers and services authorized by Elementary and Secondary Education Act of 1965. Focuses on series of conferences cosponsored in Hawaii by the Kettering Foundation and the Office of Education, and Westinghouse Learning Corp.'s planned construction of a computerized classroom for a Menominee Indian community in Shawano, Wis. ; Mode of access: Internet.
Since J. M. Keynes, most econ'ts have been impressed with the potency of gov'al spending as a way to absorb unused resources. Hence, signif improvement in the position of the Negro would rest on increased federal aid to ghetto Sch's & for job creation. However, it is doubtful whether 'signif improvement' in the quality of educ or employment of the disadvantaged Negro will actually result in the short-run from such programs without a radical transformation of the vast array of basic soc instit' s which are now unable to serve the Negro minority effectively. Money alone cannot solve problems of Sch'- ing if negative teacher att's & inferior teacher preparation continue & if repressive educ'al environments remain. One alternate solution might involve a yr's teaching service by committed Coll & U students who have faith in Negro students' ability to learn. Job creation programs cannot provide enough Negroes with 'good jobs' that offer decent incomes, prospects of advancement & a sense of worth, nor will the creation of Ur jobs improve the lot of the Ur Negro unless parallel programs in Ru areas deter migration to the city. Gov' al spending alone will not exorcise racism from Amer life &, until there is a nat' l commitment to this goal, all other efforts to ameliorate the Negro lot are at best palliatives. AA.