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Celebrating the 70th anniversary of Bryan Memorial Hospital School of Nursing (BMHSN) and Bryan Memorial Hospital, in Nebraska, this monograph reviews the development and achievements of the school and hospital. Chapter 1 (1900-1919) provides a history of nursing in the early 20th century, while chapter 2 (1920-1929) describes the establishment of the hospital in 1920 and BMHSN in 1926. Chapter 3 (1930-1939) examines the effects of the Great Depression on nursing education in the country, the nursing school, and the hospital, while chapter 4 (1940-1949) discusses the impact of World War II on nursing, focusing on the demands to join the military nursing service and the resulting shortage of nurses. Chapter 5 (1950-1965) highlights developments during the 1950s and 1960s, focusing on the growth experienced by the hospital and school and the development of the associate degree in nursing through the community college. Chapter 6 (1966-1980) reviews the continued expansion of the school in the 1970's and national changes in health care, including the expansion and reorganization of the health care industry. Finally, chapter 7 (1981-1996) discusses the current situation of BMHSN and the impact of legislation governing the hospitalization of Medicare patients, the acute nursing shortage, alternative health insurance plans, and health care reform. Contains 333 references. Data on BMHSN enrollment and finances are included for each chapter. Appendixes provide data on nursing program enrollment in 1911; nursing schools in Nebraska; BMHSN application forms, graduates from 1929-96, and curriculum; and a graduate questionnaire. (TGI)

This resource manual for American Indians and Alaska Natives with significant disabilities lists sources of independent living information and resources available within tribal, state, and federal organizations. The first section defines independent living in the context of this population and introduces state level services, mechanisms for obtaining services, Centers for Independent Living, Independent Living Services, and eligibility. The second section explains four core independent living services: (1) information and referral, (2) individual and systems advocacy, (3) peer counseling, and (4) independent living skills training. The next section briefly describes other independent living services, such as housing services, counseling services, and mobility training. Next, results of a survey of 28 nurses in five states concerning independent living services provided by public health nurses are reported. Other information presented includes: (1) a description of the roles of the community health representative and the President's Committee State Liaison, (2) a listing of 23 videotapes and publications, (3) a listing of toll-free numbers for disability-related agencies, and (4) definitions of independent living terms. The bulk of the manual is a directory of service providers organized by state. (DB)

This bibliography of 886 citations is an annual accounting of the literature on collective bargaining in higher education and the professions for 1993. The research design and methodology used in the preparation of this volume relied on computer searches of various data bases, as well as manual retrieval of citations not available on data bases. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, Acquired Immune Deficiency Syndrome (AIDS) in the workplace, arbitration and mediation, collective bargaining, collective bargaining (Canada), community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, fiscal issues, fringe benefits, governance, grievance procedures, legal issues, librarians (academic), long-range planning, merit pay, non-faculty, part-time faculty, personnel administration, political correctness, public sector labor relations, quality of work life, retirement, retrenchment, salaries, sexual harassment, strikes, tenure and promotion, women faculty, health care administration and institutions, health care professions, nurses, professions, and professions (sports). Contains a list of resources and periodicals, a directory of useful sources of information, author and subject indexes, and a list of acronyms and abbreviations. (JLS)

Eighteen works, including summaries, are cited in this bibliography. Topics include the nature of medical encounters; power, gender, and discourse change in physician-patient interviews; women's language in the medical interview; nurses' communication with physicians; and language patterns in therapeutic change. (JP)

This bibliography of 885 citations is an annual accounting of the literature on collective bargaining in higher education and the professions for 1992. The research design and methodology used in the preparation of this volume relied on computer searches of various data bases, as well as manual retrieval of citations not available on data bases. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, Acquired Immune Deficiency Syndrome (AIDS) in the workplace, arbitration and mediation, collective bargaining, collective bargaining (Canada), community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, faculty organizations, fiscal issues, fringe benefits, governance, grievance procedures, legal issues, librarians (academic), long-range planning, merit pay, National Labor Relations Board (NLRB), non-faculty, part-time faculty, personnel administration, political correctness, public sector labor relations, quality of worklife, retirement, retrenchment, salaries, sexual harassment, strikes, tenure and promotion, women faculty, health care administration and institutions, health care professions, nurses, professions, and, professions (sports). In addition, there is a listing of information guides (bibliographies and directories, resources and periodicals, and useful sources of information), author and subject indexes, and acronyms and abbreviations. (MDM)

This bibliography of 834 citations is an annual accounting of literature on collective bargaining in higher education and the professions for 1991. The research and design and methodology used in the preparation of this volume relied on computer searches of various databases and manual retrieval of other citations not available on database. Sources include books, monographs, dissertations, journals, periodicals, research and conference papers, and newspaper articles and are grouped into either the faculty bibliography or the professions and professionals bibliography. References are listed by author within the following subject areas: academic freedom, administration, affirmative action, aids in the workplace, arbitration and mediation, collective bargaining, collective bargaining in Canada, community colleges, comparable worth, discipline and dismissal, discrimination, drug testing, ethics, evaluation, excellence, faculty, faculty organizations, fiscal issues, fringe benefits, governance, grievance procedures, legal issues, legislation, librarians (academic), long-range planning, merit pay, National Labor Relations Board, non-faculty, part-time faculty, personnel administration, political correctness, public sector labor relations, quality of worklife, retirement, retrenchment, salaries, sexual harassment, strikes, tenure and promotion, and women faculty, health care administration and institutions, health care professions, nurses, professions, and professions-sports. In addition, there is a listing of information guides including bibliographies and directories, resources and periodicals, and useful sources of information. Also provided are an author index, a subject index, and a listing of acronyms and abbreviations. (JB)

This 99-item bibliography gathers the widely dispersed nursing literature on refugees, including unpublished master's degree theses and conference proceedings. Nurse researchers, more than researchers in other health care fields, have undertaken exploratory studies to document and interpret the health beliefs and health care practices of various groups of refugees. The bibliography is arranged according to the following refugee groups: (1) Afghan; (2) Arab; (3) Cuban and Haitian; (4) El Salvadoran; (5) Ethiopian; (6) Indochinese and general Southeast Asian, including Cambodian, Vietnamese Chinese, Hmong and Mien, Lao, and Vietnamese; (7) Iranian; (8) Polish; and (9) Tibetan. In each section, annotated citations to empirical studies, which represent the cutting edge of nursing interpretation of the refugee phenomena and are the least accessible, precede unannotated citations to practice-focused publications appearing in books or journals. All publications cited are in English. (FMW)

This bibliography contains 468 citations to journal articles and monographs on the role of the nurse in educating the patient or care provider for more involved self-care. Self-care is defined as the deliberate, voluntary practice of activities by individuals in the interest of health maintenance and promotion. A variety of National Library of Medicine (NLM) online files from January 1983 through November 1990 were included in the search of the literature (e.g., MEDLINE, AVLINE, BIOETHICSLINE, CANCERLIT, CATLINE, HEALTH, POPLINE, AND TOXLINE). Selected items have been categorized into the following subject areas: (1) Assessment; (2) Education; (3) Geriatrics; (4) Models; (5) Psychology; and (6) Rehabilitation. A citation appears under only one category. Also included in this bibliography is a sample search strategy for the MEDLINE database and a key to understanding the citations. An order blank has been included for GRATEFUL MED, the microcomputer-based software that provides a user-friendly interface to most NLM databases. (MAB)

The implications for nursing education of the fact that nursing started as a woman's occupation in a field dominated by the male physician are considered. Although in 1873 nursing represented a real educational opportunity for large numbers of women, none of the prestigious women's colleges were interested in educating women for careers. In the nineteenth century, few medical schools demanded as much as a high school diploma for admission. Since the best physicians trained in hospitals, it was inevitable that nurses be trained there also. Hospitals expected work from the nursing students, and the system was based more on an apprenticeship model than an instructional one. Control by nurses was weak since physicians tended to administer hospitals. Nurses were taught that the physician's word was law and that they knew much more, even though the nurse constantly observed the patient and the physician was limited to short visits. Nurses who attempted to break out of the system were often punished. Patterns of subservience and feminine submissiveness led to an undervaluing of the contribution of nurses, which is reflected in the salary schedule and job prerequisites. Nursing education today can best be understood in the context of traditional and changing male-female role playing. Appended is "Nurses and Women Physicians: The Case of Ida May Wilson" (1864-1955), by Vern L. Bullough. (SW)

The authors rewiew the literature on the current state of training for health professionals to cope with death and dying. They also comment on recent changes in cultural attitudes toward death. Representatives of the helping professions (counselors, teachers, nurses, doctors, clergy, social workers) should be better prepared to help people deal with fears and grief. A questionnaire study (Newfoundland) indicates that young trainees in nursing are more acceptant of death than older members of other helping professions. (SBP)

Nurses today are faced with the problem of choosing from a proliferating array of alternatives, both when they decide what type of nursing education to pursue and when they must choose between the many occupational directions they face on graduation from nursing school. Recognizing these recent developments in both education and health, the Southern Regional Education Board Council on Collegiate Education for Nursing recommended the formation of a regional action project. This is the second volume of the project's series. The papers contained in this document include: Components of a Conceptual Framework by Mary Harms; Preparing Future Health Professionals for New Health Care Goals by Calvin B. T. Lee; Reforms in Higher Education: Relevance for Nursing by Lewis B. Mayhew; The Nursing Role in the Health Care System by Virginia Paulson; Nursing in the Relative When by Marlene Kramer; The Future Role of Nurses: A Proposal by Sylvia E. Hart; An Option for Future Nurses: Coordination of Care by Walton Connelly; Our Greatest Need by Georgeen H. DeChow; The Future of Nursing by Shirley Thompson; and selected excerpts from other papers. (Author/PG)

Associate degree nursing programs were first established in 1953. At the same time, diploma programs and baccalaureate programs were preparing nurses with the potential for licensure as registered nurses. Recently, there has been a decline in diploma programs and an increase in associate degree programs. Associate degree programs emphasize action in specific situations rather than theoretical explanations. A review of the literature pertaining to associate degree nursing programs reveals a large gap between what students of such programs are taught and the duties they are expected to perform on the job; this results in long adjustment periods during which the employer must provide continuous supervision. The primary cause of this situation is that the term "beginning practitioner" is interpreted differently by educators, employers, and new graduates. In order to solve this problem, training institutions and employers must establish better avenues of communication and educators must alter their curricula to meet employer needs. Furthermore, educators must realize that preparing any individual for specific duties may lead to skill obsolescence and should develop continuing education programs to encourage life-long professional development. (DC)

The booklet provides a listing of both long-term and short-term educational programs and is aimed at providing students, counselors and health planners with much needed information on training programs in relatively new fields of nursing. It provides information on location, entrance requirements, length of program, when classes begin, and sources of financial aid. The booklet separates programs that prepare registered nurses for an expanded role into two sections: (1) Programs awarding a certificate; and (2) Programs awarding a master's degree. Section one is alphabetically arranged by State, program and city. Section two is arranged alphabetically by State and city. Since each Master's degree program has several areas of concentration, the areas of concentration have been alphabetically arranged within each institution. In addition, an index has been included in the front of Section two to help in locating those master degree programs of possible interest. (Author)

This publication is a compilation of abstracts of nursing manpower studies currently under way or recently completed by health manpower and analysis study groups throughout the country. It was prepared under the sponsorship of the Interagency Conference on Nursing Statistics, an informal association of statisticians from a variety of organizations directly concerned with compiling and analyzing statistics on nursing. The subject classifications are structured into the general areas of nursing personnel, nursing education, the health care delivery system, and/or the client population. (JD)

Index Medicus articles listed between April 1978 and March 1979 that focus on education in the health professions are cited in this eleventh annual recurring bibliography. The articles are indexed under subject and author headings. They cover such topics as health occupations, dietetics, continuing education, health manpower, hospital administration, programmed instruction, public health administration, health occupations schools, and medical technology. (SF)

Recent literature on the changing staffing requirements for registered nurses and the factors affecting those requirements is cited in this annotated bibliography that comprises the ninth volume in the Nurse Planning Information Series. A broad concept of staffing is employed and includes information useful to both managers within individual institutions and to health planners concerned with community, county, or state institutions. Abstracts of the literature are grouped according to the following categories: hospital inpatient and hospital outpatient settings; long-term care settings; models and strategies, and economic studies of staffing methodologies; regional, state, and national studies of needs and requirements; and bibliographies and summaries. (JD)

This annotated bibliography is designed to meet the needs of health planners, including nurse planners, educators, administrators, researchers, and practitioners involved with community health nursing programs. Abstracts of references are grouped in four sections. Section one includes references to documents which describe organizational models directed toward assuring continuity of patient care. Section two provides reference materials on new health units such as long-term residential centers, childbirth centers, and hospices with home care services. In section three, information is provided on manpower including expanding roles and practices of nurse practitioners in a variety of community settings and home health networks. The final section gives information on acceptable standards and criteria for evaluating the appropriateness of community health nursing practice. (JD)

To meet the health needs of Native Americans, the Indian Health Service (IHS) administers a large community health and medical care program, operating 51 hospitals, 99 health care centers, and 108 health stations in 24 states. Registered nurses can be employed by the IHS through either of two systems: the Commissioned Corps of the U.S. Public Health Service or the Federal Civil Service. Starting salaries range from $9,000 to $15,000 and nurses may choose their job location and health care setting within a wide range of clinical and specialty nursing positions. Nursing assignments include hospital care, ambulatory care, community health, or work as a family or pediatric nurse practitioner, midwife, or anesthetist. School, research, and mental health nurses are also needed, as are nurse educators. Further career development is possible through inservice training, paid leaves for post-graduate training, promotion, and relocation. This booklet describes the types of nursing careers available through the IHS, lists requirements and benefits of the 2 employment systems, and describes the 11 IHS areas, the populations they serve, and the types of health care offered within each area. (DS)

This bibliography brings together much of the literature prepared by individuals, organizations, and agencies on nurse practitioners and the expanded role of the nurse. Section I on expanded role includes citations and abstracts to documents that provide general information about the nurse practitioner's role and specific information on the different types of nurse practitioners and areas of practice. Section II on the education of practitioners includes citations spanning a continuum from informal continuing education programs to formal academic programs. The acceptance of nurse practitioners is the topic in section III, including materials on patient and physician attitudes towards nurse practitioners. The references in section IV on evaluation provide insight into the cost effectiveness of using nurse practitioners, their potential impact on health care delivery, and their level of performance in managing patient care. The last section provides general information about several issues relevant to health care planning. All citations contain source availability information. Most citations are dated between 1970 and 1977. (DS)

This annotated bibliography contains citations concerned with the intercountry movement of physicians and nurses throughout the world. Entries are limited to material completed between January 1, 1964 and January 1, 1974. Citations primarily include books, journal articles, and reports. Unpublished documents from governmental or international organizations that provide guidance for research methodology on the migration of professional personnel or recommend alternative actions for modulating migration flow are also included. The entries are grouped under six major subject headings: (1) patterns and dimensions of migration; (2) factors fostering migration; (3) impact of migration; (4) methodologies for studying the migration process; (5) intervention strategies; and (6) training and evaluation of foreign physicians and nurses. A seventh subject heading, labeled "Other" includes material obtained subsequent to the classification of entries within the subject areas. Each entry appears in its entirety under the first subject area of the bibliography to which it relates. When an entry pertains to more than one subject, it is listed by citation number under each relevant topic. Author and geographic indices are provided. The author index includes both principal and secondary authors collaborating on a work; the geographic index contains both country names and regions of the world. (Author/SPG)

This annotated bibliography describes materials available for computer-assisted instruction in secondary and postsecondary health and allied health programs. The materials are suitable for use by regular, disadvantaged, and handicapped students and by students whose facility in English is limited. The bibliography includes software programs appropriate for the following areas of health occupations education: orientation to health and public service occupations; exploration of health occupations; practical health skills; principles of wellness; basic X-ray machine operator; cardiopulmonary technology; emergency medical technology (EMT and paramedic); home health aide; medical assisting; medical laboratory assisting; medical laboratory technology; nuclear medical technology; nursing assisting; nursing (associate degree); practical nursing; radiation therapy technology; radiographer; respiratory therapy; respiratory therapy technician; and surgical technology. Citations include teaching guides, interactive tutorials, games, simulations, reviews, and tests. Entries are presented in alphabetical order. Each entry provides this information: title, date, annotation, system requirements, and availability. Materials for inclusion in this bibliography were located through the Florida Educational Information Service (FEIS), which conducted searches of computerized information retrieval systems, specifically the Vocational Education Curriculum Materials (VECM) database on Bibliographic Retrieval Service (BRS) and the Microcomputer Software and Hardware Guide database on DIALOG. (YLB)

The history of the Southern Council on Collegiate Education for Nursing (SCCEN) is presented in the following chapters: (1) "Postwar Nursing and Nursing Education"; (2) "Southern Nurses Press for Regional Action"; (3) "The Structure of the Council: Stability in the Face of Change"; (4) "The World of the Council: Its Constituency and Support"; and (5) "The Work of the Council." The following are appended: Statement of Institutional Participation, Bylaws, Memorandum of Agreement between the Southern Council on Collegiate Education for Nursing and the Southern Regional Education Board, and a list of committees and their members. Contains 54 references. (KM)

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 25 titles deal with a variety of topics, including the following: (1) superior-subordinate communication; (2) the effect of freedom of expression on role satisfaction; (3) the effects of certain risk factors on nurses' communication in the inappropriate-order situation; (4) the parent-teacher communication needs of single and dual parents of first grade children; (5) Woodrow Wilson's communication strategies in World War I; (6) decision making during the Korean and Yom Kippur wars; (7) patterns of communication among volunteer workers in an Israel archeological excavation program; (8) sex differences in college teachers' classroom talk; (9) a training program for law enforcement personnel in the management of interpersonal conflict; (10) communicative style of principals; (11) preschool teachers' use of language for distancing; (12) the relationship of self-concept to selected communication skills of choral conductors; (13) motivational factors contributing to job satisfaction for nurses; (14) legislative-executive communications; and (15) comparative advertising. (FL)

This textbook aims to meet the foreign-born woman's pressing need of ability to understand and converse with the doctor, the nurse, and the teacher concerning her family and home for their present and future improvement. It is hoped that teachers using the book will supplement it with other simple lessons, health pamphlets, home and neighborhood activities, and any other material suggested by the interest and conversation that may be stimulated in class work. Exercises and words to study are included.

This report contains summaries by States, but no detailed statistics of individual schools. Such statistics were published in Bureau of Education Bulletin, 1918, No. 73, and only slight changes have occurred since that document was printed. Graphic and interpretative treatment of the data in this bulletin will appear in a bulletin to be published later, entitled "Statistical Survey of Education for 1919-20," and will eventually be incorporated with this report in the Biennial Survey of Education for 1918-20. Following brief reports on schools in outlying possessions and information on tuition, 19 tables provide details on the following subjects: (1) Comparative statistics of nurse training schools, 1880-1920; (2) Distribution of nurse training schools according to length of course offered; (3) Distribution of nurse training schools according to the educational requirements for admission in 1918 and 1920; (4) Distribution of nurse training schools according to the minimum age requirements for admission; (5) Distribution of nurse training schools according to number of hours of duty required daily; (6) Distribution of nurse training schools according to remuneration granted (not including schools giving no remuneration); (7) Distribution of nurse training schools in general hospitals according to capacity (beds) and average number of patients treated daily; (8) Distribution of nurse training schools in hospitals for the insane according to capacity (beds) and average number of patients daily; (9) Summary of statistics of schools for the training of professional nurses, including schools in hospitals for treatment of the insane, in 1919-20; (10) Summary of statistics of general nurse training schools in 1919-20; (11) Summary of statistics of schools in hospitals for treatment of the insane, training pupils for professional nurses, in 1919-20; (12) Distribution of nurse training schools and nurse pupils according to the educational requirement for admission in general hospitals, 1919-20; (13) Distribution of nurse training schools and nurse pupils according to the educational requirement for admission in hospitals for treatment of the insane, 1919-20; (14) Distribution of general nurse training schools according to minimum age requirements for admission, in 1919-20; (15) Distribution of nurse training schools according to minimum age requirement for admission to nurse training schools in hospitals for the insane, in 1919-20; (16) Distribution of general nurse training schools according to the number of hours of duty required daily and the length of course offered in 1919-20; (17) Distribution of nurse training schools according to the number of hours of duty required daily in hospitals for treatment of the insane, in 1919-20; (18) Distribution of general nurse training schools according to remuneration granted to pupils in 1919-20; and (19) Distribution of nurse training schools according to remuneration granted to pupils enrolled in schools in hospitals for treatment of the insane, in 1919-20. (Contains 19 tables.) [Prepared by the Statistical Division of the Bureau of Education under the direction of H. R. Bonner, Specialist in Educational Statistics. Best copy available has been provided.]

This bulletin details developments in nursing education since 1918. The following sections are included: (1) The situation in nursing before 1918; (2) The demands of the war and how they were met; (3) Decline in applicants following the war; (4) The work of student nurses in hospitals; (5) Hours of duty in hospitals; (6) Health, recreation, and social life in nursing schools; (7) The growing movement toward student government; (8) Standards of admission to nursing schools; (9) The nonresident student nurse; (10) Improvement in courses of study; (11) The Army school of nursing; (12) Affiliations between nursing schools and other educational institutions; (13) Nursing courses in colleges and universities; (14) Scholarships for nursing and education; (15) Investigations and surveys; (16) Organized publicity for nursing schools; (17) Financial support for nursing schools; (18) Reactionary movements; (19) Some new educational measures for the present situation; and (20) The future. (Contains 7 footnotes.) [Best copy available has been provided.]

Previously, the statistics of nurse training schools were included with those of theology, law, medicine, dentistry, pharmacy, and veterinary science in the chapter of the Annual Report of the Commissioner of Education devoted to professional education. This year (1918), the statistics of the other professional schools are included in the chapter on colleges, universities, and professional schools, and the statistics of nurse training schools are printed here separately. The topics covered by this bulletin include: (1) Reasons for separate treatment; (2) Methods of tabulation formerly used; (3) Classification of schools; (4) Pupils and graduates; (5) Requirements for admission; (6) Hours of duty required; (7) Remuneration of pupils; (8) Tuition; (9) Years in nurse training course; and (10) Nurse training schools affiliated with colleges and universities. (Contains 22 tables and 3 footnotes.) [Prepared by the Statistical Division of the Bureau of Education under the supervision of H. R. Bonner, Collector and Compiler of Statistics. Best copy available has been provided.]

During the year the field force of the Bureau of Education in Alaska consisted of 5 superintendents, 1 assistant superintendent, 116 teachers, 9 physicians, and 11 nurses. Sixty-nine schools were maintained with an enrollment of 3,635. School buildings were erected at White Mountain, whither the Eskimos had migrated from Council; at Elim, within a tract on Norton Sound which had been reserved by Executive order for the use of the Eskimos formerly inhabiting the village of Golovin; at Fort Yukon, to replace the school building which the erosion of the river bank had rendered unsafe; and at Tyonek, where the small log building hitherto used for school purposes had proved to be inadequate; at Metlakatla a residence was erected for occupancy by the principal teacher. The wisdom of the policy of setting aside selected tracts within which the natives can readily obtain fish and game and advantageously conduct their own enterprises has again been demonstrated by the success of the colony at Noorvik in Arctic Alaska. With their advancement in civilization, the Eskimos living at Deering on the bleak sea coast, craved a new home. Lack of timber compelled them to live in the semiunderground hovels of their ancestors, while the killing off of the game animals made it increasingly difficult for them to obtain food. An uninhabited tract on the bank of the Kobuk River, 15 miles square, abounding in game, fish, and timber, was reserved by Executive order for these Eskimos, and thither they migrated with their household goods and herds of reindeer. On this tract in the Arctic wilderness, the colonists under the leadership of the teachers, within two years have built a village with well laid-out streets, neat single-family houses, gardens, a mercantile company, a sawmill, an electric light plant, and a wireless telegraph station, which keeps them in touch with the outside world. Affairs at Metlakatla, on Annette Island, have made satisfactory progress. The legality of the Annette Island Fishery Reserve has been established by the opinion of the Supreme Court of the United States, December 9, 1918, and plans for the development of the colony can now confidently be carried into effect. By a lease dated April 30, 1917, the Secretary of the Interior, on behalf of the Metlakatlans, granted to the Annette Island Packing Co., of Seattle, fish-trapping privileges within the reserved waters adjacent to Annette Island and permission to erect and operate a cannery on Annette Island. For these privileges the lessee guaranteed the payment of not less than $4,000 during the season of 1917 and of not less than $6,000 per annum for five years beginning with 1918. It is expected that the revenues accruing from this lease will enable the Secretary of the Interior to take over, for the Metlakatlans, the property of the lessee within the reserve and to arrange for the operation of the cannery by the natives themselves. Lapps and Reindeer in Sweden and Norway is appended. (Contains 8 plates.) [Best copy available has been provided.]

The work of the Bureau of Education for the native races of Alaska has been carried on in accordance with the terms and purposes of Congressional appropriations for their education, medical relief, and for the extension of the reindeer industry among them. In the schools, emphasis has been placed upon instruction in matters pertaining to health, industrial training, gardening, and commercial education. Effort has been made to improve living conditions in the villages, to lessen the death rate, and to render the natives better able to meet the changing conditions with which the advancing civilization of the White man has confronted them. Sixty-eight schools were maintained with an enrollment of 3.666 and an average attendance of 2,172. Four superintendents, 1 acting superintendent, 111 teachers, 5 physicians, and 10 nurses were employed. The Bureau of Education also encourages the establishment in native villages of cooperative mercantile stores, financed by native capital and conducted by the natives themselves, under the supervision of the teacher of the local United States public school. This bulletin is divided into three sections. Part I is a general summary; Part II presents detailed reports from superintendents, physicians, and teachers; and Part III contains extracts from the report of the Governor of Alaska, 1917. (Contains 7 figures and 5 footnotes.) [Best copy available has been provided.]

There are nearly twice as many nurses in training now in the United States as there were 11 years ago, according to reports made to the Office of Education by the nurse-training schools for the year 1930-31. More than 100,000 student nurses were reported enrolled by a total of 1,844 schools. The Office of Education sent inquiry blanks to a total of 1,925 schools listed in the hospital number of the "Journal of the American Medical Association" and other sources. Statistics on training of nurses were last collected by the Office of Education for the year 1926-27. This chapter of the Biennial Survey of Education in the United States provides statistical data in the following categories as they relate to nurse training in the 1930-31 academic year: (1) Schools; (2) Students; (3) Graduates; (4) Length of course; (5) Educational requirements for admission to nurse-training courses; (6) Minimum age required for admission; (7) Number of hours of duty required daily; and (8) Remuneration. (Contains 8 tables.) [Prepared in the Division of Statistics. Best copy available has been provided.]

The administration of the work of the Bureau of Education in Alaska involves great difficulties, arising principally from the remoteness of most of the schools, the enormous distances between the schools, the meager means of communication, and the severity of the climate. In addition to maintaining schools for the children belonging to the aboriginal races of Alaska, the bureau aids entire native communities by extending medical relief, by maintaining sanitary methods of living, by fostering the commercial enterprises of the natives, by promoting the reindeer industry, and by relieving destitution. The field force in Alaska in 1922 included 5 superintendents, 144 teachers, 8 physicians, 14 nurses, 5 nurses in training, 16 hospital attendants, and 7 herders in charge of reindeer belonging to the Government. Seventy schools were in operation, with an enrollment of 3,679. Orphanages were maintained at Kanakanak and Tyonek for the care of children left destitute by the epidemic of influenza which prevailed in those regions. [Best copy available has been provided.]

This bulletin documents the personnel, activities and conditions at the schools, medical facilities and cooperative stores in Alaska, and legislation pertaining to the work of the Bureau of Education in Alaska. Part I, General Summary, presents: (1) The Alaska field force; (2) Medical Relief; (3) Cooperative stores; (4) Reservations; (5) Regulations for Metlakatlan colony, Annette Island; (6) Legislation affecting Alaskan natives; (7) Summarized statistics of the reindeer service; (8) Exportation of reindeer meat; (9) Extension of reindeer enterprise on the Aleutian Islands and into southeast Alaska; (10) List of persons in the Alaska school service; (11) List of schools and teachers and enrollment; (12) Summary of expenditures; and (13) General statistics of reindeer service. Part II, Detailed Reports, provides supporting documents: (1) Reports by superintendents of the northwestern, upper Yukon, southwestern, and southeastern districts; (2) Reports by physicians and nurses stationed in Kanakanak, Russian Mission, Nulato, Kotzebue, and Nome; (3) Reports by teachers in schools at Wales, Deering, Shungnak, Sinuk, Akiak, Eagle, Klukwan, and Hydaburg; (4) Report of the first reindeer fair; and (5) Recent acts of the Alaska Territorial Legislature of importance to the natives of Alaska. (Contains 17 plates.) [Best copy available has been provided.]

This bulletin presents the annual report of the Alaska division of the Bureau of Education for the fiscal year ended June 30, 1912. During this period the field force of the Alaska school service consisted of 4 district superintendents of schools, 1 assistant superintendent, 108 teachers, 8 physicians (1 of whom also filled another position), 8 nurses, 2 contract physicians, and 3 hospital attendants. Eighty public schools were maintained, with an enrollment of 4,018 pupils, and an average attendance of 1,805. This report is divided into two parts. Part I, General Summary, covers: (1) Report on education; and (2) The Alaskan reindeer service. Part II, Detailed Reports, is made up of two sections. Section I provides reports by teachers. Section II provides reports by physicians including: (1) Report on health conditions among the natives of Alaska by Dr. Emil Krulish; (2) Report of the United States hospital for natives, at Juneau, by Dr. P. J. Mahone; and (3) Report of Dr. Bruce H. Brown, physician in the lower Yukon district. A map of Alaska is included. (Contains 11 tables.) [Best copy available has been provided.]

This report contains statistics of nurse-training schools for the year 1926-27. The principal items included are: Number of schools; number of nurse-training pupils; number of graduates; bed capacity of the hospitals maintaining the schools; average number of patients in these hospitals, length of the nurse-training course; admission requirements, including age limitations; number of hours nurse-training pupils are on duty; tuition charges for the course; money allowances for services of pupils; State summaries containing the above items; and detail information for each institution. (Contains 13 tables.) [Best copy available has been provided.]

In addition to maintaining schools for the native children of Alaska, the United States Bureau of Education aids entire communities by extending medical aid, by relieving destitution, by fostering commercial enterprises, by supervising the reindeer industry, and by promoting generally the interests of the natives. The organization of the Alaska division of the bureau consists of the office in Washington, D. C., the office in Seattle, Washington, which is the headquarters of the chief of the Alaska Division and functions as the purchasing and disbursing office for the bureau's Alaskan work, and the field force in Alaska, which, during the fiscal year 1927-28, included superintendents, teachers, physicians, nurses, employees in connection with the reindeer service, employees on the U. S. S. Boxer and on the Yukon River medical boat, cooks, janitors, and orderlies. Ninety-five schools were maintained with an enrollment of 3,742 pupils. In each of the day schools, in addition to instruction in the usual academic, subjects, attention is given to such industrial work as conditions permit. Sewing, cooking. and carpentry are emphasized. Important as the industrial work of the day schools is, it must be supplemented by specialized training in such activities as will enable the natives successfully to meet the new conditions resulting from the advance of civilization. With this in view, three industrial boarding schools are maintained, located at White Mountain, Alaska (on the Seward Peninsula); at Kanakanak, Alaska (on Bristol Bay); and at Eklutna, Alaska (on the Alaska Railroad north of Anchorage). The curriculum of these schools includes such industries as carpentry, furniture making, boat building, the making of clothes, shoemaking, sled construction, operation and repair of gas engines, ivory carving, taxidermy, and basket weaving. Having in view the necessity for the training of natives for service in connection with their cooperative stores, instruction is given in typewriting, stenography, clerical work, and business methods. Problems in connection with the reindeer industry are considered. Reindeer skins are tanned and made into garments. Instruction in health and sanitation is given by resident nurses. Directed play includes basketball, baseball, and tennis, as well as the primitive games of the natives themselves. Utilization of Alaska's food supply is stressed. Fish and berries, obtained plentifully during the season, are canned for winter use. The gardens at Eklutna. furnish many of the vegetables required and hunting expeditions by the older boys supply the school with the meat of the caribou and the mountain sheep. From these industrial schools students will go directly into the industrial and business life of their communities, applying at once the knowledge and skill gained in the schools. [Best copy available has been provided.]

Within comparatively recent years, the trained nurse has become an important and constant helper of the physician, not only in public and private hospitals, but also in the home, taking the place of untrained watchers who, however willing, can render only an ineffective service. This work of nursing has rapidly advanced to the position of a profession requiring careful preparation for admission. Thirty States of the Union have enacted laws for its regulation, and all the other States will probably do the same within the next few years. In several of the larger cities nurses are employed by the boards of education to visit the public schools, to look after the minor ailments of pupils, and to assist in caring for their health. For the education and training of nurses, schools have been established and are maintained in most of the States. There are at present more than 1,100 such schools, with an attendance of approximately 30,000 students. For this reason, the education of nurses and the educational status of nursing have become questions of general importance and public interest, on which the Bureau of Education, in pursuance of the purpose for which it was established should give information. This bulletin is an attempt to do this. (Contains 5 tables.) [Best copy available has been provided.]