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Descriptors:
Educational Finance; Federal Aid; Financial Support; Fund Raising; Government Role; Graduate Study; Higher Education; Private Colleges; Private Financial Support; Public Colleges; Research and Development; Research Universities

Abstract:
All institutions of higher education receive support from different combinations of patrons holding different expectations about the rewards of their patronage. In fact, much of what goes on in colleges and universities is the result of accommodation of the interests of governmental, industrial, and philanthropic patrons mediated through the professional filters of faculties and administrations. Moreover, patterns of patronage have changed over time, from the early influence of organized religion to the more recent enlarged role of the national government. The continued patronage of the private sector is virtually unique in American higher education. Private sector patronage in this century has been fueled by income tax laws and the financial advantages of charitable deductions. The motives and methods of private-sector patrons continue to be issues of concern. The federal government has become, and will remain, the dominant patron for research universities. However, the federal government is not, in any meaningful sense, a partner with universities, despite the rhetoric of government-university relations. As social needs change, the priorities of a democratic government change, sharply limiting the ability of that government to make continuing commitments. In addition, for the past 20 years, federal patronage has been of the "purchase order" variety, with virtually no investment in the physical infrastructure of research and uneven investments in replenishing the human resource base. Government patronage can transform scientific decisions into economic and then political decisions. The recent trend toward congressional earmarking of funds for scientific facilities and research undermines the system of competition and merit review. (KM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Career Ladders; Higher Education; Laboratory Technology; Occupational Information; Personnel Management; Program Administration; Recruitment; Salaries; Science Laboratories; Specialization; Technological Advancement

Abstract:
Aspects of staffing analytical services in university research organizations are discussed, including university-industry comparisons of titles and classifications, recruitment, staff evaluation, salary administration, career ladders, and the staffing of various laboratories and other scientific facilities. (MSE)

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Acceleration (Physics); Force; Physics; Quantum Mechanics; Research and Development; Research Needs; Science Education; Scientific Research; Technological Advancement; Technology

Abstract:
Reviews the status of high energy physics and the contributions resulting from research with particle accelerators. Supports the value of supercolliders and discusses its potential impact on scientific research. Also reviews and analyzes the basic components of the Standard Model. (ML)

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Acceleration (Physics); Financial Support; International Cooperation; Opinions; Physics; Research and Development; Research Needs; Science Education; Scientific Research; Technological Advancement; Technology

Abstract:
Argues that a United States built and operated Superconducting Supercollider (SSC) could strain the infrastructure of scientific research. Identifies the areas which would be adversely affected by the funding of the SSC. Advocates construction of the collider as an international enterprise. (ML)

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Descriptors:
African Culture; Comparative Education; Developing Nations; Educational Assessment; Educational Needs; Educational Objectives; Educational Trends; Faculty Development; Foreign Countries; Higher Education; Intellectual Disciplines; Job Satisfaction; Knowledge Level; Non Western Civilization; Professional Personnel; Science Education; Scientific Research; Scientists; Student Characteristics; Teaching Conditions; Universities

Abstract:
This paper examines how the careers and research activities of university scientists in India, Nigeria, and Kenya are influenced by factors related to practicing science in developing nations. Data are derived from interviews with engineers, physicists, mathematicians, and zoologists in Indian, Kenyan, and Nigerian universities. Estimates are that there are approximately 90,000 university scientists in India, 3,000 in Nigeria, and fewer than one thousand in Kenya. Science-related differences among the three nations include volume of scientific work, amount of scientific training available, date of modern scientific development, and effort to relate science planning to national development. In all these cases, India is the most developed. There are, however, many factors common to science teaching and research in these and other developing nations. Common factors include intellectual isolation, peripheral nature of production and circulation of scientific knowledge within the international scientific community, ill equipped and/or poorly maintained scientific facilities, inadequate research funding, and political interference. The conclusion is that scientists in universities in developing nations will contribute more to international scientific endeavors and will be more highly regarded within their own universities if they improve communications with research centers in scientifically developed nations, develop infrastructures for scientific work outside universities, concentrate on training scientific expertise, and award university science teachers with salary raises and promotions on the basis of merit rather than seniority. (DB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Colonial History (United States); Community Cooperation; Community Education; Educational Resources; Elementary Secondary Education; Instructional Materials; Reference Materials; Resource Materials; Social Studies; Supplementary Reading Materials; United States History

Abstract:
Prepared in recognition of the Bicentennial, this historic guide of Iowa is intended to supplement materials prepared by the Iowa Curriculum Division. It provides, in one convenient reference, information for use by teachers, students, tourists, and others interested in Iowa's history. Up-to-date information is given on historical societies, museums, archaeological sites, geological areas, botanical preserves, wildlife exhibits, outdoor classrooms, zoos, art centers, scientific facilities, and places of historical or cultural interest. The resource unit is arranged in alphabetical and numerical order by name and number of county. Names of all known societies, museums, landmarks, sites, natural areas, and facilities used for educational purposes are listed alphabetically under each county. Also included are a location map; an index; a calendar of celebrations, festivals, and historical events; an Iowa map; and an alphabetical index. This resource may be of interest as a model to other states that wish to develop a guide for the Bicentennial. (Author/JR) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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