John Pratt, a supporter of the ideals behind the Open University, casts a critical look at its likely operation.
John Pratt, slung by the anomalies in the document, here analyzes the thinking behind Output Budgeting for the DES (HMSO 30s.)
John Pratt was chairman of the LSE Branch of ASTMS from 1968–69. The views expressed in this article are not necessarily ASTMS official policy but they are probably not far…
Regardless of John Pratt's pessimism, Ivor Wymer, of Bilston CFE, examines the success his college has had in preparing students for the Open University.
The study focuses on primarily big U.S. firms' joint venture activities with the Soviets after the break‐up of the former Soviet Union. It examines U.S.‐Soviet joint ventures in…
Abstract
The study focuses on primarily big U.S. firms' joint venture activities with the Soviets after the break‐up of the former Soviet Union. It examines U.S.‐Soviet joint ventures in the following sectors: oil and gas, soft drinks, consumer products, gold mining, aircraft engines, telecommunications, and software. Data were collected by mail and interviews in order to identify the obstacles in the negotiation and operational stages of the venture. Furthermore, business and governmental organisations' recommendations as to whether or not U.S. firms should engage in joint venture activities in the Commonwealth of Independent States (CIS) were elicited.
Rolls‐Royce has received certification for the RB211‐535 to be used for test flights on Russia's Tupolev Tu‐204 airliner.
The new universities … what is new about them ? Of course, they are among the most recent universities to be founded. But why then are they distinguished from a whole series of…
Abstract
The new universities … what is new about them ? Of course, they are among the most recent universities to be founded. But why then are they distinguished from a whole series of other institutions that became universities at about the same time, starting with Southampton in 1952 and ending with Newcastle in 1963? Of course, they claim to have initiated radical academic innovations. Yet far more radical innovation has taken place elsewhere. The difference is more fundamental than this, and centres on the role of the state in their creation. The new universities are new because they were founded as universities to start with, with powers to create and award their own degrees.
Lucy Sprague Mitchell's belief was that active, experiential learning, in particular human geography, was the core to which all content areas were tied. Given that life is lived…
Abstract
Lucy Sprague Mitchell's belief was that active, experiential learning, in particular human geography, was the core to which all content areas were tied. Given that life is lived in a social context, she believed that early childhood education should mirror the same. At Bank Street, education began with the child's world. Educators linked it to the community and moved outward. Children learned how their lives of the here and now connected to other places and people in the world. Mitchell was a forerunner in curriculum development and qualitative research methods. She envisioned teaching critical pedagogy, although, she did not use the verbiage. Mitchell's commitment to social justice was that of a renaissance educator.
The ten institutions called technological universities are an odd group. Two of them — the University of Wales Institute of Science and Technology (UWIST) and Chelsea College �…
Abstract
The ten institutions called technological universities are an odd group. Two of them — the University of Wales Institute of Science and Technology (UWIST) and Chelsea College — are not universities at all, but colleges of federal universities. Only two of the remainder — Loughborough and Bath — have ‘technology’ in their titles. And Chelsea doesn't even concentrate on technology. The main thing they have in common is that they were all formerly colleges of advanced technology, and before that, technical colleges. The story of their development is one of the most remarkable in education. It is hard to find examples of where the intentions of founders have been so thoroughly submerged by the aspirations of their successors. The early ideals to provide educational opportunities for the working class, often allied with attempts to offer social facilities as well, have been increasingly eroded by the ambition of the colleges for self advancement and status. From technical colleges meeting local, social and industrial demands at all levels, they have developed into national institutions awarding degrees to an increasingly middle class clientele selected from the length and breadth of the country.