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The previous speakers in this symposium considered in varying detail the questions ‘who’, ‘how’, ‘where’, and ‘what’, in relation to manpower and its education and training. In this paper I intend to return to the question ‘what’, and, in particular, to consider four main points, namely:

IN this brief paper outlining the new MSc course in Information Studies, I propose to consider five questions:

Three statements by Dr R K Appleyard, the Director‐General for Scientific and Technical Information and Information Management at the Commission of the European Communities, set the scene for the Workshop on training users of EURONET, held in Luxembourg on 13th–16th December 1976. ‘Western Europe has made, and continues to make, prolific contributions of human knowledge through discovery and invention. In fundamental scientific research and advanced technological development we are continuously accumulating knowledge and know‐how of vital importance for our long and medium term social economic prospects. In addition, the efficiency of our government and competitivity of our industries today depend, and will do so even more acutely in the future, on the acquisition and easy retrieval of “operational” information’. ‘The purpose of EURONET is to enable managers, administrators, researchers and educators, irrespective of their location relative to where the information they need is stored, to obtain it as cheaply as possible, in good time, and with minimum inconvenience’. And, ‘Why is training and education important in this context? The reason is simple: it is no use building EURONET if there are not going to be any users who can use it effectively …’.

Describes the Asian Librarians and Arts Officers Group (ALAG) aims as to improve library and arts services to the Asian communities present in Britain including the varied needs of people from the Indian sub‐continent. Notes that information on the diversity between countries, cultures and communities is disseminated through leaflets, stock provision and “cultural awareness” training. Covers ALAG′s views on anti‐racism and their future training courses.

The purpose of this paper is to describe the historical development of library and information science (LIS) teaching and research in the University of Sheffield's Information School since its founding in 1963.

The history is based on published materials, unpublished school records, and semi-structured interviews with 19 current or ex-members of staff.

The School has grown steadily over its first half-century, extending the range of its teaching from conventional programmes in librarianship and information science to include cognate programmes in areas such as health informatics, information systems and multi-lingual information management.

There are very few published accounts of the history of LIS departments.

Jobs squeeze hits librarians. More than 2,000 young men and women filed job applications at the annual convention of the American Library Association in Chicago last week.

The British Computer Society is a professional body representing the computing profession in the UK. Within the Society are a number of specialist groups, two of which are the Specialist Group for Developing Countries (Chairman, Dr Y. Paker) and the Information Retrieval Specialist Group (Chairman, Mr A.S. Pollitt). Informal contacts between members of these two groups have recognised:

Through this column I will be exploring the field of environmental information and its provision in this country. I will do this by tackling the subject from the user's point of view: each month I will pick a different user (or potential user) group, and discuss resources, services and organisations which can be of use to this group. Just to avoid any charge of repetitiveness, I will occasionally diverge from this pattern to discuss other issues.

I READ WITH particular interest P R McKenna's observations in this issue on librarians as book‐reviewers (which I did as part of my normal proof‐reading duties). As a publisher, and to a much lesser extent as author, I have been on the receiving end of book‐review criticism for a great many years, and though my epidermis has thickened in that time, it is still occasionally penetrated by advanced crassness or irresponsibility.

The space discretization of eddy‐current problems in the magnetic vector potential formulation leads to a system of differential‐algebraic equations. They are typically time discretized by an implicit method. This requires the solution of large linear systems in the Newton iterations. The authors seek to speed up this procedure. In most relevant applications, several materials are non‐conducting and behave linearly, e.g. air and insulation materials. The corresponding matrix system parts remain constant but are repeatedly solved during Newton iterations and time‐stepping routines. The paper aims to exploit invariant matrix parts to accelerate the system solution.

Following the principle “reduce, reuse, recycle”, the paper proposes a Schur complement method to precompute a factorization of the linear parts. In 3D models this decomposition requires a regularization in non‐conductive regions. Therefore, the grad‐div regularization is revisited and tailored such that it takes anisotropies into account.

The reduced problem exhibits a decreased effective condition number. Thus, fewer preconditioned conjugate gradient iterations are necessary. Numerical examples show a decrease of the overall simulation time, if the step size is small enough. 3D simulations with large time step sizes might not benefit from this approach, because the better condition does not compensate for the computational costs of the direct solvers used for the Schur complement. The combination of the Schur approach with other more sophisticated preconditioners or multigrid solvers is subject to current research.

The Schur complement method is adapted for the eddy‐current problem. Therefore, a new partitioning approach into linear/non‐linear and static/dynamic domains is proposed. Furthermore, a new variant of the grad‐div gauging is introduced that allows for anisotropies and enables the Schur complement method in 3D.