STRUCTURAL BASIS OF THE CROSS-STRIATIONS IN MUSCLE
STRUCTURAL BASIS OF THE CROSS-STRIATIONS IN MUSCLE
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DOI：
10.1038/172530b0
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发表时间：
1953-01-01
期刊：
影响因子：
64.8
通讯作者：
HUXLEY, HE
中科院分区：
文献类型：
--
作者：
HANSON, J;HUXLEY, HE
1953年9月19日与理科毕业生的比较是狭隘的：除了极少数情况外，他在学校和大学都没有接受纽曼认为是基本的训练。人们越来越多地抱怨科学家们知道的越来越少，而且他们并不总是能够用嘴和笔清楚地表达自己。如果这是真的，那么疾病比治疗方法更明显;但我们可以满意地注意到，在英国，大多数学校都在努力克服理科和文科学生的智力狭隘;而且，如果还没有做什么，大学至少意识到了这种需要。惠勒教授评论如下：“在纽曼看来，大学的伟大目标是使学生有所成就，而不仅仅是保护科学的利益和促进科学的自治领。现代人对大学科学系研究地位的估计与纽曼的看法完全不同，尽管他后来倾向于修改这些观点。目前，发现被认为比教学更重要，一个科学系的地位是由它所做的研究工作的质量而不是它的教学质量决定的。学术界的李子都给了研究工作者。“好老师很少能达到顶峰。(In当然，现代大学中有“好的组织者”，其能力和资格是极难界定的。令人惊讶的是，纽曼意识到在他的大学里发展应用科学教学的必要性。1851年的世界博览会表明，由于大陆国家培养应用科学的方式，英国工业正在失去其首要地位。工程学、农学和医学的教学既有实用性，也有学术性，但这些学科已成功地纳入大学学科。自本世纪三十年代以来，我们对大学的目标和性质有了大量的理论：我们有《红砖》中的艾莉森·皮尔斯，《战后危机》中的莫布里，《哈佛报告》，一所老大学的古德哈特和利文斯通，殖民地和国际会议，在这一切之中，纽曼的优美著作中仍然有一些东西是相关的。萨姆纳·WL
NATU IR E September 19, 1953 vs. a science graduate is narrow: neither at school nor at the university does he receive the training which Newman regarded as fundamental, except in rare cases. There is an increasing complaint that scientists know more and more about less and less, and that they are not always able to express themselves clearly by mouth and pen. If this is true, the disease is more apparent than the remedy; but it is satis-factory to note that in England most schools are trying to do something to overcome the intellectual narrowness of both their science and their arts students; and, if little has yet been done, the universities are at least aware of the needs. Prof. Wheeler comments as follows:“In Newman's view the great object of a university is to make something or other of its students and not simply to protect the interests and advance the dominion of science. The modern estimate of the place of research in a university department of science is completely at variance with that of Newman; though he tended to modify these views later in life. At present, discovery is regarded as more important than teaching, and the standing of a science department is determined by the quality of the research work it produces rather than by the quality of its teaching. The plums in the academic profession go to the research worker. The good teacher seldom reaches the top”.(In the modern university there is, of course, the “good organizer” whose abilities and qualifications it is extremely difficult to define.) Surprisingly, Newman was alive to the need for the development of teachịng applied science in his University. The Great Exhibition of 1851 had shown that British industry was losing its premier place owing to the manner in which Continental nations were fostering applied science. The teaching of engineering, agriculture and medicine involves a practical as well as an academic approach and yet these subjects have been successfully incorporated in a university discipline.Since the'thirties of this century we have had theories, in spate, of the aims and nature of a university: we have had Allison Peers in “Red Brick”, Moberly in “Post-War Crisis”, the Harvard Report, Goodhart and Livingstone from an old university, Colonial and international conferences, the “synthetics' of the Anglo-American peripatetics, and so on. In the midst of all this there is still some-thing of relevance in the elegant writings of Newman. WL, SUMNER