Would-be Specialists Research Articles

PAWELO JARKOWSKIO BIBLIOGRAFIJOS REIŠKINIŲ KLASIFIKAVIMO BANDYMAI XVIII a. PABAIGOS–XIX a. PRADŽIOS EUROPOS BIBLIOGRAFIJOS KNYGOTYRINĖS PARADIGMOS KONTEKSTE

El. paštas: julijacep@takas.ltPawelas Jarkowskis (1781–1845) – bibliografijos (bibliologijos) dėstymo pradininkas buvusioje Lietuvos ir Lenkijos valstybės teritorijoje. Jo palikimas – rankraščiais išlikę ir publikuoti paskaitų planai bei kiti darbai. Pagrindinis straipsnio tikslas yra atskleisti bibliografijos reiškinių, ypač tikrosios (vadinamosios) bibliografijos ir jos viduje P. Jarkowskio pateikiamų bibliografinės informacijos išteklių, klasifikavimo bandymus ir idėjas, principus, įtakas XVIII a. pabaigos–XIX a. pradžios Europos bibliografijos knygotyrinės paradigmos kontekste. Tyrimo objektu tapo į jo 1814–1815 m. ir 1818 m. paskaitų planus įtrauktos bibliografijos (bibliologijos) sandaros schemos. Į jas žvelgiama turinio, formos, funkciniu ir formaliu loginiu aspektais. Su pastaruoju aspektu besisiejantys bibliografijos reiškinių klasifikavimo bandymai analizuojami keliais lygmenimis: 1) visumos (bibliografijos plačiąja bibliologijos prasme), 2) bibliografijos siaurąja prasme (tikrosios arba vadinamosios), 3) bibliografinės informacijos išteklių. Nagrinėjami bibliografinės informacijos išteklių skirstymo į rūšis fragmentai (mikroklasifikacijos): katalogų, tvarkai palaikyti bibliotekoje naudojamų pagalbinių knygų (gaunamų, nurašomų, išduodamų veikalų) ir atskira nesusijusių su fondais bibliografijos priemonių rūšinė klasifikacija. P. Jarkowskis nekėlė sau specialaus bibliografijos reiškinių klasifikavimo uždavinio. Dirbdamas besiformuojančios knygotyrinės bibliografijos paradigmos laikotarpiu, jis pats neturėjo tikslo kurti naujų žinių, ėmė iš jos pradininkų (ypač M. Deniso) ir gausių kūrėjų tai, kas tiko dėstymui, kūrybiškai naudodamasis kitų sukurtomis žiniomis, tam tikrais atvejais pasiekė originalių sprendimų.

The Transformation of Futures Research in Hungary

In Hungary, the collapse of the authoritarian society has made the author see that the future means not only what will eventually materialize but also the human consciousness and psychic content that people today have of the future, which affects their activities in the present and thus the future itself. At present, the author's main fields of interest include a redefinition of the notion of the future, further developments in methodological investigation, and elaboration of possible futures amid circumstances of instability and teaching futures research. Would-be specialists in futures research should be trained so as to be able to apply a wide variety of different methods to help people and social institutions develop their future-orientations and invent their own futures.

Integrating role of pathophysiology in shaping the physician's thinking at the under- and postgraduate stages of medical training

Pathophysiology has an integrating role in shaping the physician's thinking at the under- and postgraduate stages of medical training. Pathophysiology is a theoretical basis of physicians' rational thinking and efficient action. So, a pathophysiology course aims at teaching the would-be specialists to solve medical problems and, on the other hand, the method of scholarly pathophysiological analysis of real clinical situations. Ability to carry out pathophysiological analysis of such situations to an ever increasing extent is required at every successive stage of undergraduate studies and in the process of postgraduate training of specialists. In view of this fact it seems to be necessary to introduce an elective or obligate specialized course of clinical pathophysiology in the final year of studies at school of medicine and also at the initial stage of postgraduate specialization.

An Inductive Approach in the Teaching of Archaeology

Archaeologists, by and large, have been too much engrossed with the problems of their own specialty to give much thought to pedagogy. So long as archaeological teaching remained largely in the graduate schools, where the training of would-be specialists is supplemented by museum projects and apprenticeships in the field, the situation did not greatly matter. The spreading popularity of anthropology has led to the establishment of undergraduate programs in anthropology, with the frequent inclusion of one or more survey courses in archaeology. In the light of this development it seems advisable to take stock of current methods of teaching the subject and give thought to the possibility of making our methods more effective.

Citizenship Education and the Colleges

One of the happier educational products of the war was the widespread self-examination it encouraged among American colleges. With the wartime slump in enrollments, those members of the faculty who remained on the campus were commonly given the task of planning the postwar educational programs of their respective institutions. We are now in that postwar period, and much of this admirable effort has been dropped to grapple with the heavy enrollments the schools were presumably planning to meet. But in many schools, whether the curricula underwent any major operations or not, there remains a ferment of doubt and argument over the adequacy of what they are doing.This ferment is not likely to die out soon. Colleges which brushed aside the polemics of Mr. Hutchins at Chicago a decade ago are still agitated by the Harvard Report on General Education. Harvard, like the College of the University of Chicago, is proceeding to make major departures from the prevailing practices of American colleges. Columbia College has paced the adoption of integrated courses in Western Civilization. Massachusetts Institute of Technology, guiding light of American technical schools, has discovered that engineers should also be liberally educated men and has made curricular changes designed to do something about it. The University of Florida and Michigan State College have moved sharply in the same direction, more or less independently, by creating basic colleges through which all would-be technicians and specialists must percolate before burying themselves in their chosen profession. Other schools are instituting comprehensive courses, tightening up the elective system, and otherwise taking steps to insure that general education is not lost in the scramble to prepare for a job.

Radiotherapeutic Education of the Future

The radiotherapist has to learn:— 1. How to diagnose the nature, site and extent of the diseases he proposes to treat. 2. All the methods of treatment that are available for these diseases, and the benefits and limitations of each. 3. How radiation may be produced, and its dosage be controlled. 4. What effects can be produced by radiation, and what dangers arise from its use. Of these only the last two are peculiar to radiotherapy. The treatment of the patient, as opposed to the treatment of the disease, has to be learned by medical men in whatever branch of medicine they practise. There is, unfortunately, a tendency for would-be specialists to devote themselves to specialised training immediately after their legal qualification, although it is generally admitted that a period spent in the study and practice of general medicine and surgery gives a better background for the specialist's life work. The Faculty of Radiologists in planning its Fellowship examination has recognised this, and insists on a year ...