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In short, there has been an improvement in the nuitiber 

 of qualified candidates for graduate training, in the 

 amount of money available for their support, and in the 

 development of administrative policies which make it pos- 

 sible to utilize federal funds more effectively. However, 

 this growth is less than optimal, and most of the problems 

 that faced the Committee two years ago are still with us. 

 The shortage of trained personnel, particularly in physical 

 and chemical oceanography, is still acute. Expansion of 

 training programs in most of the laboratories is now in- 

 hibited by one or more of the following major limiting 

 factors: 



(3) Lack of physical facilities. An adequate teaching 

 program requires both ships and shore-based facilities, 

 and both are in short supply. Few institutions can 

 materially increase their present number of students with- 

 out obtaining more laboratory space. 



(2) Inadequate nxomber of teachers. Oceanographic 

 faculties are gradually increasing, but most of them still 

 need diversification and strengthening, (particularly in 

 physical oceanography) in order to develop a well rounded 

 curriculiom. Thus far there has been no federal support 

 for teaching as recommended in our report. We still lock 

 for expenditures by the Office of Education, USF and the 

 Public Health Service to develop and strengthen those 

 oceanography departments currently trying to expand their 

 teaching efforts. 



(3) Lack of financial support for graduate students. 

 The support of graduate students in oceanography poses 

 special problems to universities. Graduate students in the 

 basic sciences, such as biology and physics, obtain a 

 substantial proportion of their sxipport through teaching 

 assistantships and help in the instruction of the under- 

 graduate body. Oceanographic teaching, on the other hand, 

 is almost exclusively at the graduate level. With no 

 undergraduates in their departments graduate students are 

 cut off from this source of support. The critical period 

 is normally the first two years, when graduate students 

 are occupied with course work. This is the time when 



