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The article presents comments on sociologist Bernard C. Go's paper "The Chinese in the Philippines: Facts and Fancies," which was published in the October 1972 issue of the journal "Philippine Sociological Review." The author limits the discussion to one area touched upon by Go's paper, namely, certain aspects of the formal educational arrangements of the Chinese in the Philippines which may help or hinder integration. The distribution of Chinese schools in the country is as follows 25 in Manila, 10 in the Manila suburbs, 45 in Luzon, 15 in the Bicol Region, 30 in the Visayas, and 26 in Mindanao. This gives a total of 151 schools in the whole country. A significant trait of the Chinese school is that it offers a double curriculum. The standard curriculum prescribed for the public and private schools by the Philippine Department of Education is offered in the morning by Filipino teachers. The material used in Chinese schools for courses in Chinese originate in Taiwan, much of it produced by the education section of the Overseas Chinese Affairs Commission in Taipei. The management of many schools has been under boards of trustees compliant with policies of China's Nationalist government and party.

The article focuses on a paper, which intends to evaluate the effect of a course of study on the students. The paper sets out to evaluate the affective domain on the basis of personal knowledge of a student's values and belief systems. The objectives set out in the paper seek to encompass the evaluation of all types of courses as possible.

The unofficial strike described in this paper took place during a study of the sociology of a mine and a mining community in Scotland. The authors knew that a strike was imminent and, when the action threshold was thought to be near, one or the other kept a daily watch at the colliery. As a result the whole social process was observed except for a few minutes at the start. So far as the authors are aware this is the first detailed sociological description and analysis of a common enough social phenomenon. Lack of funds prevented further investigation of this nature, especially of the methods of prediction of the action threshold.

Information about several papers discussed at a meeting of the parent's association is presented. The topics discussed include "Would a More Elastic Curriculum Better Serve the Interests of the School and the Children?," "How Far Should the Policy of Special Teachers for Specific Subjects be Carried, Especially in the Lower Grades," and "Home Work." The meeting was opened by James H. Tufts, who had prepared the program.

One of the authors has written articles for this journal in the past where he gave what he felt were minimum academic, psychological, mental, and physical qualifications for local law officers. In addition, he suggested at that time two years of police science education be a minimum requirement for those who enforce laws on a face-to-face relationship (since then he has reason to feel four years of education should be a minimum). Furthermore, he believes that a minimum four years of education in law enforcement would be necessary for Police Administrators, and Police Specialists,and even the bare minimum of two years preparation would have to be raised in the future, but is a good starting point. His suggested proposal for the certification of local law officers was designed as one way that a framework for eventual professionalization could be devised, however, he felt that others were available and possible. This paper is written in the hope of encouraging local police enforcement officials in petitioning their elected officers, and community and state leaders to institute police science curriculums in state supported higher institutions. Although one of the most important phases of police science education would be for the education of local enforcement officials, these programs can easily be expanded to include probation, parole, penology, and social work among others. In addition, the two year police science program in the junior colleges should be coordinated with the four year programs in the degree-granting four year institutions so that a person who cares to receive a B.A. or B.S., M.A., or even a Ph.D, degree may do so. If local law enforcement is ever to become a true profession it must develop academic and other standards and must regulate its membership. In order to develop academic standards it must have curriculums designed for these standards. If schools do not exist, it is imperative that they be set-up. Since leadership must always originate fr... [ABSTRACT FROM AUTHOR]

The article presents the course outline for chalk-modeling. The course is aimed at leading the teachers to form vivid and definite images of the typical features of the surface of the earth and to gain power of sketching easily and quickly on board and paper. In preparation for the chalk-modeling, the clay- and sand-modeling will be used. The first to be discussed will be the typical surface features such as landscapes, followed by the panoramic of larger sections of the earth's surface. After a careful study of the first two topics, the teacher will then prepare the making of relief maps. The last topic to be taught will be about the continents.

The article discusses the use of the participant observation method for research purposes in art education. After defining epistemology, the author describes the nature, purpose and focus of participant observation and diverse views of art educators regarding it. The dimensions of this methodology have been classified along four types, emphasis on the descriptive narrative, generation of theory, verification of theory and qualification of data. The procedure of this method has been explicated through two branches of epistemology, naturalism and idealism. A brief part of the research done to find out the dynamics of curriculum implementation is also mentioned along with a summary of the matters discussed in the paper.

The article discusses a research paper about the play and recreation activities of young mentally retarded boys under the Pre-Academic Program of Wayne County Training School in Northville, Michigan, presented at 76th Annual Meeting of the American Association on Mental Deficiency at Hotel Bellevue-Stratford in Philadelphia, Pennsylvania in May 1952. The daily schedule in the Pre-Academic Program is presented. The selection of recreation content is discussed.

The article discusses a research paper about the music program for mentally handicapped students at the Southern Wisconsin Colony and Training School in Union Grove, Wisconsin, presented at the North Middle State Regional Conference in Chicago, Illinois on September 27, 1952. After one year of implementing the program, it has shown that musical activities can contribute to the social, academic and non-academic objectives. A discussion on several activities such as vocal music, rhythmic experiences and music appreciation is presented.

The article provides information on a marriage course at Stephens College in Columbia, Missouri. The broad, basic objective of the marriage course is to further student's preparation for marriage by directing itself to that area of life activities involved in husband-wife relationships and the series of events and training of adolescent and youthful developments leading up to them. The marriage course grew directly out of the family section of a course in general sociology. The elective course is included in the Social Studies Division. Classes meet three times per week throughout the year. Each year the students are asked for suggestions and criticisms and to fill out an extensive evaluation form. Class meetings consist of informal lectures and discussions. From the very first meeting of a class students are encouraged to ask questions. A considerable amount of collateral reading is required. Students may choose this from a bibliography of some 140 titles in the course syllabus and available in a library of some 430 volumes. Each students must prepare at least two term papers or term project reports during the year. Topics range from marriage systems and ancient family customs to budgeting, planning a wedding or working out the cost of a baby.

The article talks about the contents of an article entitled "Latin in the Seventh and Eighth Grades in California," by H. C. Nutting of the University of California. The article appears in the March 21, 1914 issue of the journal "Classical Weekly." The paper attempts to estimate the measure of success attending the reorganization of the upper grades. It starts by discussing the new grouping of classes whereby the seventh and the eight grades are cut off from the grammar school and are united with the ninth grade to form the intermediate, introductory, or lower high schools. Results of the investigation show that the new departure is proving a conspicuous success.

This article provides information on the Social Living course incorporated in the curriculum of community high schools in Atlanta, Georgia. Since September 1947, all senior boys and girls in Atlanta's community high schools have been required to take a one-semester course entitled Social Living. This is a short name for the longer, but more accurate title, Personal and Family Living. The course is based on recognized interests and needs of the students in this area and on recognized values in the life of the community. One of the goals of Social Living teachers and students has been to bring parents into the program to gain a sympathetic understanding of the course and that all may have the benefit of teacher-student-parent discussion of personal and family living problems. Another goal has been the continuous evaluation of the course to discover needed changes and emphases. Throughout the year 1951, Brown High School have used the method of open discussion, due to the fact that they had so many parents present. All of them have decided they greatly prefer this method. It is more informal and gives everybody an equal chance to participate. Since the inception of the course at Henry Grady High School it has been the plan to ask each student to appraise the semester's work in terms of what has been of greatest help to him or what he has felt a need for that was not included in the course. These papers are written after report cards have circulated and are unsigned in order that the student may have perfect freedom in expressing himself.

The article reports several developments related to mental health in California. Mary Brantley is designated as the in-charge for the atypical classes in the Oakland Public Schools. A paper "The Treatment of Defective and Psychopathic Delinquents by the California Department of Mental Hygiene" was presented by Fred O. Butler to Medical Correction Association in Long Beach. The training of teachers for handicapped children is part of the new curricula of the San Francisco State College.

The author reflects on a paper issued by the American Military Institute by Dr. Dallas D. Irvine titled "A Charter for the Study of War" and discusses the impact it has had on American scholars. The author argues that the study of war needs to become a more interdisciplinary field than what is presented in military history courses and suggests that students should be studying the science of war.

The article reports on the new publication "The Journal of Aesthetic Education" which features scholarly examination and interpretation of aesthetic education. The release of this journal was announced by University of Illinois and the Office of the Superintendent of Public Instruction in Springfield, Illinois. Articles which attempt to clarify the nature of related arts curricula at the high school level as well as papers which deal with any aspect of aesthetic education can be sent to its editor, Ralph A. Smith. Its first issue will feature articles, reprints as well as excerpts from curriculum theory and education philosophy.

The article reports that the National Association Secondary-School Principals' (NASSP) Curriculum Planning and Development Committee has consistently supported and endorsed the comprehensive secondary school's major project for 1961-1962 in the U.S. Such move is due to a belief that the school is the best hope for fulfilling the American ideal of adequate educational opportunities for all youth, and that the most effective leadership in the improvement of a curriculum is the principal of every school as he organizes his faculty, student body, and his community to meet the needs of the students. The NASSP support the principal by providing curriculum position papers.

The article reports that the Institute of Design in Chicago, Illinois became the Design Department at the state's Institute of Technology. The final papers for the move were signed by Institute president Henry T. Heald, Institute of Design president Serge Chermayeff and Institute of Design Corp. secretary Crombie Taylor. After operating at the near north side location of the Institute, the design department will transfer to Technology Center campus in the central south side. Heald explained that the Institute of Design curricula will still be used.

The article discusses bookbinding as part of student's learning activities. Its elements will be taught as they may be adapted to the constructive work of the grades. In this activity, each student will be required to furnish himself with a bone folder, a pair of compasses, a straight-edge or tri-square, a binder's knife, and three medium-size books of good material, which shall be bound for practice work. They are advised not to begin on rare or valuable editions, considering their being a tyro. Further, they will also be required to furnish his own papers and leathers, which will average forty cents per volume.

The article reports on coloring books as an useful material to introduce children into art. According to some educators, coloring sets are said to prepare potential artists by exposing children to arts. The use of coloring books are effective tools in developing the creativity, sense of appreciation to arts, and understanding of the basic guidelines of art by the young minds. Professionals and school personnel commented that art materials found in modern kits are greater in quality than before which make it easier for children to understand the capabilities and limitations of each material.