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Andrew L. Gluck 《Journal of Philosophy of Education》1999,33(2):269-276
This article attempts to analyse the ongoing debate regarding open-mindedness as an educational value. The views of Hare, McLaughlin and Gardner are considered. They do not always agree on what open-mindedness is, and the discussion could benefit from a more unified terminology and better counter-examples. The value and limitations of open-mindedness in both science and the humanities are discussed and analysed. It is argued that open-mindedness, while clearly a virtue if not taken to excess, need not be a goal of the educational process. 相似文献
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Michael E. Gluck 《Research Policy》1987,16(6)
Growth in the industrial support of university research in the life sciences and more specifically in biotechnology has raised questions concerning its effects, both positive and negative, on the educational experiences of graduate students and post-doctoral fellows. A survey of 693 graduate students and post-doctoral fellows at six research intensive universities in the United States reveals that 19 percent of the responding students and fellows receive direct industry support for their research or training and that another 15 percent work with faculty advisors supported by industrial funds. On average students and fellows in this sample believe that the benefits of relationships with private firms outweigh the risks. In addition, students funded by private firms are more likely than those without industry connections to report patents resulting from their research. No relationship is found between industry support and young scientists' career plans or their rating of the quality of their educational experiences. However, the data suggest the existence of some risks: industry support is associated with fewer or delayed publications, inhibition of scientific communication on the part of some trainees, and some restrictions on students' and fellows' research. In a few cases, students are supported by funds from companies in which faculty advisors hold equity, a situation that creates potential conflicts of interest for students' mentors. To protect students, university administrators must monitor the relationships with industry that give rise to these potential problems. Future research into industrial support of research and training is needed to extend these results. 相似文献
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Teacher expectancies can have an impact on students' academic achievement. These expectancies can be based on diverse student characteristics, only one of which is past academic performance. The present study investigated three student individual differences that teachers may use when forming academic expectancies: the sex of the student, the family socioeconomic status (SES) of the student, and the student's after-school activities. Results indicated teachers held higher grade, graduation, and college attendance expectancies for females than for males and for middle-SES than low-SES students. Also, students who participated in extracurricular activities were expected to achieve more academically than either students who were employed after school or who did nothing after school. The latter two groups did not elicit different teacher expectancies. Interactions revealed that (a) lowest expectations were held for low-SES males who did nothing after school and (b) the difference in graduation expectancies between the SES groups was only half as great for students who took part in extracurricular activities than it was for students who had no involvements after school or who had jobs. Copyright 2000 Academic Press. 相似文献
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Raising the bar: the importance of hospital library standards in the continuing medical education accreditation process 总被引：1，自引：0，他引：1
The Connecticut State Medical Society (CSMS) reviews and accredits the continuing medical education (CME) programs offered by Connecticut's hospitals. As part of the survey process, the CSMS assesses the quality of the hospitals' libraries. In 1987, the CSMS adopted the Medical Library Association's (MLA's) "Minimum Standards for Health Sciences Libraries in Hospitals." In 1990, professional librarians were added to the survey team and, later, to the CSMS CME Committee. Librarians participating in this effort are recruited from the membership of the Connecticut Association of Health Sciences Librarians (CAHSL). The positive results of having a qualified librarian on the survey team and the invaluable impact of adherence to the MLA standards are outlined. As a direct result of this process, hospitals throughout the state have added staffing, increased space, and added funding for resources during an era of cutbacks. Some hospital libraries have been able to maintain a healthy status quo, while others have had proposed cuts reconsidered by administrators for fear of losing valuable CME accreditation status. Creating a relationship with an accrediting agency is one method by which hospital librarians elsewhere may strengthen their efforts to ensure adequate library resources in an era of downsizing. In addition, this collaboration has provided a new and important role for librarians to play on an accreditation team. 相似文献
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