For more than five decades the British government suppressed the work of the Special Operations Executive (SOE) in India during 1941--1946. The SOE was a secret body engaged in sabotage, subversive activities, and black propaganda in enemy, enemy controlled, and neutral countries during the Second World War. Through the perspective of subalternity, this study reconstructs the career of Shottyendro K. Ghosh, an Indian member of the Indian Civil Service, a tiny administrative elite, overwhelmingly British in composition that was responsible for overseeing all government activity in British India. Ghosh became a quisling and leader of a fierce guerilla force for the SOE during World War II in order to protect his homeland from Japan's imperial conquests. Much of Ghosh's life continues to be an untold story. This study also examines the current World War II curriculum at a flagship university in Bengal, India, where much of the SOE operations were based, to evaluate the state of curricular affairs, the level of familiarity and scholarly activity amongst active historians and to learn to what extent SOE operations in India is included in the World War II curriculum that is taught to undergraduate history students at this institution. The contextual framework for this examination is nested in the sociology of knowledge. This study will illuminate both a precise historical moment and the ways it has been narrated in academic discourse. In doing so, it will fill a gap in Indian history.

This study investigates the variance in critical thinking dispositions between arts and non-arts undergraduates using quantitative data from the California Critical Thinking Disposition Inventory (CCTDI), a survey instrument. Data were collected from a sample of 141 undergraduates at a large, urban, public university on the east coast. The population consisted of four groups: freshmen non-arts students, freshmen arts students, junior and senior non-arts students, and junior and senior arts students.;of the four groups which were compared, the junior and senior arts subjects showed the greatest mean total score on the CCTDI. This mean was significantly higher than that of freshmen non-arts students. Junior and senior arts students were also found to have significantly higher mean scores on several of the CCTDI subscales.;A consensus of findings in research literature on higher education and critical thinking indicate that an inquiry-based curriculum positively influences gains in critical thinking in undergraduates. Research shows, as well, that learning in the arts is largely inquiry-based. The synthesis of those findings and the results of this study indicate that exposure to learning in the arts positively influences students' disposition to think critically.

Articulation was the topic of some educational leaders within Virginia over twenty years ago. More recently, however, the Commonwealth developed statewide articulation.;The procedure used in this research to present the findings of this study involved an examination of various documents. Some of these documents were produced by the State Council of Higher Education for Virginia, the State Board of Education, Minutes of State Council meetings, as well as Minutes of Board of Education meetings. Interviews were another source of data. Interviews were obtained from persons involved in educational articulation in the Commonwealth. A few of the persons interviewed included a former Chancellor of the Virginia Community College System, a former Secretary of Education for Virginia, a former State Superintendent for Public Instruction, college presidents and many other individuals involved in educational articulation between 1966 and 1990.;In order to conduct this research in a scholarly way, the years covered, 1966 through 1990, were examined in a systematic way. The entire span of years was broken down into five time periods. Then each period was examined by searching the three educational segments--the secondary school, the community college and the senior college. Within each agency, the key persons involved in articulation, if any, were noted together with any significant influence of the agency. If articulation policy was developed, it was noted also. at the end of each period under discussion, the key forces which were found to influence educational articulation during that time were summarized. However, the period between 1988 and 1990 was discussed first to give insight as to where articulation is now in the Commonwealth.;The Commonwealth made tremendous strides between 1988 to 1990. During this time, statewide articulation policy was developed in the form of Dual Enrollment Agreement.;Many of the public secondary schools have developed articulation agreements with community colleges, and some four-year institutions have articulation agreements with community colleges. Many factors can influence the development of articulation policy. Yet, articulation policy can be developed between educational agencies; however, it requires the support of educational leaders and the actual work of faculty. (Abstract shortened with permission of author.).

The composition of the United States population and its workforce is changing rapidly with a projected increase from 249 million in 1990 to 355 million by the year 2040. The majority white population is projected to only grow by 25 percent during this time period while the Latino, and Hispanic populations in the United States are projected to increase by 187 percent. Consequently, the current minorities will constitute more than half of the nation's total population by mid century and comprise a disproportionately large segment of the workforce. as a result of these changing demographics and increasing economic globalization, America's educational institutions will be confronted with reforming their curricula to meet new societal needs by promoting knowledge and understanding of different cultures.;The purpose of this study was to determine the levels of multicultural education integrated into the general education courses that are requirements for completion of AAS degree programs. Further, it was designed to identify the factors that influenced faculty members to include multicultural education into their courses.;Levels of integration of multicultural education were determined by personal interviews of faculty and supported by evidence presented in their syllabi, tests, and handouts. Analysis of the interviews provided the factors that motivate faculty members to infuse or not to infuse their classes with multicultural perspectives.;It was concluded that the amount of multicultural concepts infused into the courses vary from none to considerable and is determined by the faculty member's commitment to achieving pluralism. Factors that motivate inclusion are the disciplines, institutional atmosphere, and personal values of faculty.;Further study is needed to determine how much of the multicultural perspective students retain from the general education courses. A comparison between two and four-year colleges is needed to help determine whether only community college instructors are deficient in the amount of multicultural education they infuse into their disciplines.

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This article provides five common grad school misconceptions: more of the same, it's all bench research, research is boring, what about patient care?, and grad school delays life.

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