Shows how, in Mexico, the Global Disney Audiences Project is opening "soft & cool" access to global culture. The global & local cultures are mainly complementary in the interpenetration process between Disney & both the social & the personal systems in Mexico. 12 References. Adapted from the source document.
A report on higher education in the German Democratic Republic (GDR), based on a combination of bibliographic sources & personal contacts with students & teachers. Reflecting the post-World War II orientation of the country, the University is an expressly Marxist-Leninist institution; it functions on the principle of collective decision making & individual responsibility, but enjoys greater autonomy than most other social institutions, though under the general direction of the government. The Scientific Council sets general goals &, in consultation with the minister of education, elects the rector. In the admission process, past academic record plays a role; however, an advantage is given to applicants from worker & peasant backgrounds. Given the planned nature of the country's overall economy, the entrant has a guaranteed job after graduation, although not necessarily one of his preference. The GDR system of higher education is dynamic; during the last 30 years, 3 major reforms have been implemented. In order to teach, it is almost indispensable to have a doctorate; the highest academic rank is a cathedra-holding professor, who is assisted by Dozenten (assistants). The curriculum is rigorous; the academic year is 10 months, & a student spends an average 55 hours a week in school-related work. The basic academic unit is the 'seminar group,' composed of 15-20 students; its members tend to stay together throughout their academic career & undertake joint research projects, & the more advanced students tutor the slower ones. The reforms had as their objectives to eliminate the influence of Nazism, to lengthen the school year to 10 months, to give a socialist tendency to the curriculum, & to integrate into the University the needs of GDR society. S. Karganovic.
A model for the formation & change of stereotypes is described, which explains four characteristics of stereotypes. (1) A stereotype for a specific group is unique. Macrosocial background variables (the history & nature of intergroup relations & politico-social & economic conditions) impact this characteristic. (2) Within each group, members differ in relations to the stereotype for an outgroup. Personal mediating variables (unique personal experiences & personal differences in personality, motivation, values, & cognitive abilities) affect this characteristic. (3) Individuals acquire stereotypes throughout their lives. The transmitting variables (political/social/cultural/educational mechanisms, family channels, & direct contact) provide variation in acquisition. (4) Stereotypes can change in individuals & groups. Not all variables specified here have received adequate attention from social psychologists, & neither has the notion of change in stereotypes. 1 Figure, 90 References. Adapted from the source document.
This study addresses the Spanish Armed Forces, through 100 in-depth interviews and analysis of experiences in international operations. This has analyzed the contact with other actors in the theater of operations, training and training conducted prior to the mission, their accommodation and understanding of the rules of engagement, motivations, perceptions and experiences, personal and group performances, the degree of fulfillment of the objectives of the mission and family and psychological problems that may have generated the participation in a mission of this kind. The result of this case study is part of a national study called Lessons Learned on Asymmetric Warfare and sponsored by the ISA RC No 1 Working Group and the Military Profession ERGOMAS. Adapted from the source document.
A general outline of the Chinese University system during the period of the Great Proletarian Cultural Revolution & into the beginning of the post-Mao period. The information is based on personal observations & contacts (as a student) at the University of Peking. Although the data are mostly limited to Peking, they are generally applicable, since few differences exist between institutions. The Chinese University has academic, political, & productive activities. The academic activity is brief; classes meet for a few morning hours, & issues are discussed collectively under the direction of a teacher. The curriculum is entirely obligatory; there are no electives. A basic text is used in each course, & students rarely use other sources. The student-teacher relationship is very formal. Political activity takes up the better part of a student's time; in fact, the University could be considered a center for political preparation. There are few major differences of political opinion among students. The productive activity involves manual labor in factories & communes, to enable students to apply what they have learned. The practice of sending students to factories intensified with the Cultural Revolution. In addition, sports & military training are also important. Student organizations exist, but lack the influence of their Western counterparts. The results achieved by the Chinese system, although generally satisfactory, have been rather slow in coming. The higher education system should be expanded, but not so fast as to surpass the capacity of the economy to absorb its graduates. S. Karganovic.
