Towards the prediction of climate

The prediction of long-term climatic changes is not only intrinsically interesting and challenging, but directly relevant to social and economic planning, not least in the context of fuel policy. For the moment, prediction relies heavily on the construction of a long-term data bank for past climatic patterns: for the European region it has been possible to build this up for every season of every year since about 1500.     

Educational planning for scientific socialism in Mozambique: A view from the left

Two years (1978–1980) of working with educators and the Ministry of Education in Mozambique form the basis of this appraisal of the directions which socialist education is taking there. The influence of East European advisers from centrally planned economies appears to be encouraging a form of education which is authoritarian and, because of planning manpower for rapid industrialisation, elitist, technocratic and inherently undemocratic. Particular note is taken that the techniques of manpower planning applied do not seem appropriate to the changing economy of Mozambique.     

Differences between Students' and Lecturers' Perceptions of Factors Influencing Students' Academic Success at University

Qualitative data from 46 lecturers and 72 students were used to identify factors that were perceived as making the most important contributions to students' academic success at university and factors that were perceived as most likely to lead to student failure at university. A questionnaire based on this information was administered to a further 112 lecturers and 392 students. The resulting data highlighted some similarities and many differences in the perceptions of lecturers and students about student success and failure. Some possible reasons for these differences in perceptions are explored, and some of the consequences of the different views are discussed. Particular reference is made to the different views that lecturers and students have about the student effort required for success at university.     

Assessment of the Joint Food Science Curriculum of Washington State University and the University of Idaho by Graduates and Their Employers

ABSTRACT: Thirty-two recent graduates from the joint food science program of Washington State Univ. (WSU) and The Univ. of Idaho (UI) and 12 of their employers participated in a survey study to assess food science program outcomes. The objective of this study was to assess the joint curriculum in its ability to prepare undergraduate students for critical thinking, problem solving, and technical competence in the food industry. Two survey tools, 1 for graduates and 1 for their employers, were designed to assess job preparedness and the skill set attained by food science program graduates. Graduates of the joint food science program generally indicated satisfaction with their food science education and suggested that they were adequately prepared for their jobs. Both students and employers indicated that most of the identified Success Skills are used daily on the job, and that graduates were well prepared with Success Skills. Graduates and employers reported adequate preparation in Food Processing and Engineering competence. Some significant differences ( P < 0.05) were found in perceived and assessed competence. Specifically, while student indicated that they were well prepared with Food Chemistry and Analysis, Food Safety and Microbiology, and Applied Food Science competence, employers indicated only adequate preparation in Food Chemistry and Analysis, and Applied Food Science competence, but poor preparation in Food Safety and Microbiology competence. The findings suggest that students should be given opportunities for self-evaluation in undergraduate courses. Because the survey models are based on Institute of Food Technologists requirements, it is expected that the surveys can be readily adopted by other institutions to assess student learning and program effectiveness.