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The Panel on the Laboratory in Biology was formed by the Commission on Undergraduate Education in the Biological Sciences (CUEBS) with the charge of clarifying the function of the laboratory in the changing biology curriculum. This paper, the first product of our deliberations, seeks to make a single point which we feel is of such great importance to the future of undergraduate biology that all other considerations in laboratory instruction must be deemed inconsequential beside it. Stated simply, the point is that the best use of the laboratory in undergraduate instruction is to engage the student in the process of active investigation. This paper will be devoted, therefore, to the development and support of the concept of such a laboratory program, which we will refer to as an "investigative laboratory." Additional papers, describing specific investigative laboratory programs in which three of the authors of this paper have participated, will appear separately.

TODAY THE THESIS requirement in higher education is an accepted academic tradition. Despite an absence of controlled studies about its efficacy, few seem to take issue with its validity. In the medical school this "ultimate obstacle" has been distilled by many departments into a "term paper requirement." Not uniformly perceived as a relished opportunity by all medical students, here too, educational effectiveness has yet to be documented. The following report describes how in the Department of Pediatrics at the Ohio State University College of Medicine a long-standing term paper requirement was modified to accomplish specific objectives providing both subjective and objective evidence concerning the efficacy of modification. The techniques are seen as having somewhat broader implications. Background In early 1950's, a number of pediatric departments began encouraging their students to seek out the overall impact of disease upon a child, his family, and his community. Concurrently, attempts to kindle in-depth

VERBAL arithmetic problems to be solved without the use of pencil and paper have practically disappeared from the present-day curriculum. However, the need for practice in performing calculations without pencil and paper is much in evidence. Many pupils, as well as adults, are completely dependent on pencil and paper in solving arithmetic problems arising in their daily lives. The purpose of the investigation reported in this article was to ascertain the ability of a group of sixth-grade children to solve certain verbal arithmetic problems without using pencil and paper.

The paper deals with the execution of a post-war plan to create new buildings for the Faculty of Engineering at Queen Mary College, one of the four Engineering Schools of London University. The buildings were to provide for an annual undergraduate intake of 150 together with sixty postgraduate students engaged in research. The site of the new buildings was adjacent to that of the existing College; however, it faced a main traffic route unlike the secluded existing site, so that special problems arose. Current building regulations affected the design and planning of the facilities and, in general, added to the cost. Noise and vibration arising internally had to be carefully considered. With the need to site some heavy laboratories on upper floors, special measures were needed to deal with the handling of equipment. To deal with unpredictable changes in the curricula, the maximum flexibility in the use of rooms was desirable and means for the easy installation of additional services at any time was built in.

adds the component of affordable, local access to information via data banks and communications networks, access that can aid student learning and personal productivity. The trick for campuses in coming years, then, will be to integrate computing into the curriculum in ways that recognize all three dimensions and their interdependence, especially when it comes to the support of instruction and student learning.

Dr. Postman challenges the common assumptions that the literacy process is politically neutral and is the only, or even the best, avenue to jobs and aesthetic riches. He sees a predominantly literacy-based curriculum as obsolete and reactionary in the context of recent advances in electronic communications technology,and recommends broadening the base of school curricula to include "multimedia literacy."

E. W. West (born 1824, died 1905) received the Gold Medal of the Royal Asiatic Society in 1900. In his answer to a letter of congratulations sent to him by a fellow worker in the field of Iranian studies, L. C. Casartelli, later Bishop of Salford, he describes how he became attracted to the study of Zoroastrianism and this curriculum vitae was published in part in a French translation in Casartelli's obituary notice of West (Le Musèon, 1905). West's translations of the main works of later Zoroastrianism make difficult reading for those unacquainted with the language of the original texts, but never fail to elicit admiration on the part of modern scholars who cannot but acknowledge that West, for all his selftraining, possessed an unparalleled grasp of Pahlavi long before the reading of the script acquired some measure of certainty through the discovery of the Manichsean texts from Turfan. Still more valuable than his translations were his numerous notes on Pahlavi MSS., scattered throughout his introductions to his Pahlavi Texts and rather summarily collected in his article in the Grundriss.

Discussions relating to the identification of courses and the development of curricula for the informationscience field cannot yield meaningful results unless the conceptual framework of the field is first delimited and its basic segments defined. Starting with the current ASIS definition of information science, an analysis is made of the rationale of current thinking relevant to the conceptual boundaries and intellectual content of the field. Information science is analyzed to be comprised of the segments of: (1) Conceptualization, (2) Storage/Transmission, and (3) Utilization. Two of the segments are shown to be based on subjective notions, which can be investigated, for the most part, through the employment of statistical and normative survey methodology. One of the segments is shown to be susceptible of the application of more rigorous research methodology capable of yielding empirical proof. Since all three segments form integral parts of the field, they need to be fully represented in the information science curriculum. The technologist as well as the humanist can make significant contributions to the growth and development of the informationscience field.

regular faculty of the Gymnasium; a special German teacher has been retained for the teaching of the more advanced English courses that are needed to meet the requirements of the American curriculum. Other courses in which students of the program are enrolled include History, Chemistry, Civics, Biology, Art, Geography, and Physics, as regularly offered by the Gymnasium. One or two students are studying additional languages such as Italian and French and all students participate in the regular sports program of the school.

An indicative discussion of methods of curriculum study having as their objective the development of (1) design guidelines, and (2) evaluation measures for academic programs is given.

ing bodies "permit," "accept" or even "en courage" innovation in curriculum content and arrangements, these differences may be come greater and the search for "prin ciples" at the same time more difficult and more necessary. A closely related factor, which would seem to have more than a little significance for the future of faculty advising, is the modern student who is less willing to seek in himself reasons for his difficulty and more inclined to look to the limitations of

A general one-term course in navigation should be a part of the regular offerings in every liberal arts college. In a typical thireen-week course (with three weekly lectures of one hour each), the first six weeks can be devoted effectively to an introduction to marine navigation (aids to navigation, the compass, piloting, dead reckoning, tides and currents), the next four weeks to celestial navigation (celestial sphere, noon sight, line of position methods), and the final three weeks to aerial navigation (pilotage, dead reckoning, wind problems, and computers).

In an era where many curricula are being examined for their relevance, it seems appropriate to explore the fundamental purpose of the graduate programs in management science. A letter was sent to a sample of educators asking for their statement that would be published in Management Science.

Dean Cordier's title for his luncheon address to the International Studies Association on September 8, 1966 suggested the title for the following remarks. I liked the tone and ring of his title although I do not know quite what "professionals" means in our field and his speech did not help very much to define it. But it sounds impressive and persuasive. It suggests a well organized curriculum of study in academic programs properly accredited, the way other professional degree programs are accredited; with probably a working internship of substantial duration; and sooner or later rigid examinations before some state or national board that subsequently issues (for the successful candidates) the authorization that permits one to ply his profession legally. That picture of professionalization is quite appealing but also quite different from current practices in the preparation of personnel for the international affairs field. Dean Cordier did not even hint at

This paper is an informal discussion of an experiment in combining some of the teaching objectives of ninth grade science and English in the form of a “Voluntary Science-English Term Paper Project”. The purpose here is to present a practical illustration of a method of achieving certain short term goals common to both high school science and English. The project, carried out in a rural high school in central Virginia, proved to be an economical way of achieving certain goals within a traditionally-oriented curriculum.

The viability of history as a discipline is being threat ened today on several f onts. Members of other social science disciplines condemn traditional research techniques as pass?, some historians have joined them in censuring traditional methodology, while others, dis heartened by current events, incline to suggest surrep titiously that perhaps Henry Ford was right, "history is bunk.,, Educationists continually charge that history is useless and dull, repetitious and tedious, and should be replaced by courses more concerned with present prob lems. Finally, and in the opinion of the writer most serious, is the growing discontent with history among some students who reject it as irrelevant and boresome. They incline to suggest it has no place in the curricula. This paper describes a methodology developed during twenty years as a college professor and suggests that it is indeed possible to devise a successful teaching method, if one gauges success on the basis of positive reaction, scholarly achievement, and absence of the charges of irrelevancy. Many historians violate the methodology of their profession by their acceptance of themselves as authori ties on the subject, rather than as guides to inspire stu dents to both critical thinking and participation in re search activity in a common quest for truth. Too many history courses are organized in a sequence of lecture examination, textbook, and an occasional term paper drawn from supplementary readings. This does not instill in the student a feeling of challenge or a desire to pursue the subject at any greater depth on his own; nor does it adequately introduce him to the fact that the study of history is in great measure the study of histori ography. Moreover, if an instructor organizes his lectures on a chronological-narrative basis, not only is the broad overview very often lost, but also the student remains unaware of the significance and impact of ideas (both in their abstract sense and as manifested in action), per sonalities, ideologies, and movements that span decades of names, events, and places. On the other hand, if an instructor organizes his lecture on a topical basis, he soon discovers that while his students are intellectually proficient in such concepts as Marxism, Nationalism, and Liberalism, they are sorely deficient in matters of dates, names, events, and places. It goes without saying that neither form of teaching is sufficient in and of itself. The writer believes that the history professor's major objectives should be to provide the student with leads to more leads in the study of history, to introduce him to the world of research methodology and historiography, and to teach him to teach himself. The methodology here described appears to be the most conducive to the attain ment of these objectives. It is based upon experiences in a course entitled Europe Since 1815, offered at the Uni versity of Northern Iowa and ones taught at five other institutions. This methodology can be divided into three cate gories. It should be kept in mind that these are never distinct or separate one from the other, either in theory or, hopefully, in practice. The categories include : lectures, examinations, supplementary assignments. The attempt has always been made to consciously and consistently relate each to the other two so as to present not only a unified picture of European history, but also to show the student that the topic can, and must, be viewed from as many different perspectives as possible. It is intended that the student will see that history is at one and the same time facts, (names, dates, events, places) as well as ideas, ideologies, forces, philosophies, and movements, and lastly, historiography itself. Effective study of these concepts necessitates that the instructor be highly selective in his lecture offerings, out of the abundance of historical material that must be taken

The ACM Curriculum Committee on Computer Education for Management has been carrying out a study on “Curriculum Development in Management Information Systems Education in Colleges and Universities” under a grant from the National Science Foundation. This position paper provides a framework for the study. Preliminary conclusions are presented on the need for education in administrative information systems, and appropriate college curricula and courses are suggested. Also, the role of professional societies and organizations using computers is discussed, and the plans of the Committee are outlined. The initial approach of the Committee has been to describe the education necessary for the effective use of computers in organizations, to classify the positions for which education is required, and to survey educational programs now available.

TEACHERS OF all subjects in technical colleges are largely agreed that there is a place for English in their curricula. Badly written and misspelt lab reports force them to recognise the inadequacy of their students' command of language. Employers, aware of the difficulties their technical staff find in writing correctly and comprehensibly, demand a sound grounding in English. The White Paper of February 1956 on Technical Education found space to call for “good plain English, the use of which saves time and money and avoids trouble”.

DR. KOHNKE is an assistant professor, Division of Nurse Education, New York University, New York. Her experience in nursing has been equally divided between education and service and she is one of three nurses who operate a group nursing practice in Stuyvesant Town-Peter Cooper Village, New York City. She is a graduateof Mound Park Hospital School of Nursing, St. Petersburg, Fla. and holds two master's degrees, one in counseling and guidance from the University of Florida and one in nursing from Teachers College, Columbia University, New York, N.Y., where she also received her Ed.D. A year later the American Nurses' Association published a position paper on nursing education (2). This paper defined the minimum preparation for beginning professional nursing practice and for beginning technical nursing practice. Many distinguished nursing educators, such as Lulu Wolf Hassenplug, Dorothy E. Johnson, Ruth V. Matheney, and Fay Carol Reed have written about the differences in educational preparation and practice for the nursing technician and the professional nurse (3-6). Martha Rogers in 1965 and Marjorie Ramphal in 1968 were particularly clear in delineating these differences (7,8). The years passed and the controversy continued to rage. Although educators said there were differences in the graduates of various types of programs, little difference was seen in their utilization in the service agencies. And, no great strides were being made to accommodate differences in practice. Therefore, in late 1971, I determined to investigate whether educators were producing, in fact, two different products. The study was completed in early Spring 1972 (9). It examined what the literature stated was the knowledge base, responsibility, and role in the curricular preparation of the nurse technician and the professional nurse. The nurse technician was defined as a graduate of an associate degree program and the professional nurse was defined as a graduate of a baccalaureate program. Lists were developed, stating what the literature review of each type of curriculum revealed. Interview guides were then developed, and 22 deans, 11 from each of the two types of programs, were interviewed. The interview was intended

During a session of the first Intersociety Energy Conversion Engineering Conference, a panel discussion dealt with approaches to nonconventional energy conversion education. This short paper covers the contribution of this author. It is realized that these topics should be covered during university studies; however, the question of where in a curriculum, or when during a student's university career formal courses should be offered, has not yet been answered. The author suggests that only a small number of engineers are needed in this area, and that there is really no space in any undergraduate curriculum to give these topics the amount of time they require. Accordingly, the place for such studies is on the graduate level, at the very few universities which can expect to interest a sufficiently large number of students in order to develop and carry on a specialized program in an economical way.

I shall make no attempt, within the limits of this short paper,' to draft a plan for a specialized curriculum, nor even to answer dogmatically the question-should the law curriculum be specialized or should it not? The subject is a very large one, and it has not yet been debated to the point where either attempt can usefully be made. I shall rather confine myself to an effort to define the problem and to suggest the considerations upon which it seems to me the solution must depend.2 "The Law of the State or of any organized body of men is composed of the rules which the courts, that is, the judicial organs of that body, lay down for the determination of legal rights and duties." So said John Chipman Gray in his now classic lectures, "The Nature and Sources of the Law".3 It is possible to formulate a still more pragmatic definition, i. e., that law is that system of ideas about man's relation to his neighbor and to government by which any person exercising judicial power over another is, at any given moment, actually controlled. Whatever may be the faults of this definition-and we shall come to them in a moment-it is, I think, the only definition which corresponds to any discoverable fact. To the practical trial lawyer the law is whatever his honor can be induced to make it; to the office lawyer the law is whatever the latest decision of the court of last resort lays down. It is evident, however, that this definition of law is self-destructive, for no two men ever have quite the same system of ideas about man's relations to his neighbor and to government, nor does one man ever have precisely the same ideas about these matters on any two successive days. For a community to base its conduct on the assumption that law is whatever anyone with power enough sees fit to make it is to end either in tyranny or anarchy, and the abandonment of the very concepts of government and of judicial power. Why is it that a definition which correctly states the fact is unworkable in practice? How reconcile the fact that our legal rights and wrongs are actually determined by the variable judgments of individuals with the necessity of conducting ourselves as if this were not the case? The answer seems to be that law is not merely a state of facts, but is also an ideal; and

THE elementary income determination and credit creation models2 have been part of the professional economist's tool-kit for more than a generation and have by now become firmly entrenched in the introductory economics curriculum. It is perhaps surprising, then, that the standard expositions of these models fail to emphasize that, from the point of view of their qualitative comparative static predictions, the two models are mathematically equivalent. In this paper we attempt to make good this omission, and, as a by-product, show that there exists a 'balanced credit creation multiplier' which is the formal analogue of the well-known 'balanced budget multiplier'. The paper is divided into two sections: the first section describes a simple credit creation model which might, for pedagogic purposes, be regarded as a rough first approximation to British conditions (Model A); the second section outlines the standard income determination model (Model B), demonstrates that the two models are in some respects mathematically equivalent, argues that this equivalence derives from the fact that both systems are characterized by a particular type of feed-back, and uses the equivalence property to derive the 'balanced credit creation multiplier'.

Two national committees issued definitive computer curricula in the 1960s, Since then digital technology has changed, high school graduates have different preparation, computer science and computer engineering curricula have proliferated, and design has become more important. This paper proposes a computer engineering program that will respond to these changes. The program is a spiral one, based on an introductory computer engineering program, and emphasizing design through each of a number of streams that can reflect local interests and resources. This paper discusses the main courses of a stream and the basic introductory course.

INTRODUCTORY statistics courses are taken each year by hundreds of thou sands of students across the country. These students come from many fields: the life sciences, humanities, education, agriculture, business, but above all from the social sciences. They rarely take sta tistics voluntarily. They sign up for the course because of departmental or grad uation requirements. The great majority has minimal preparation in mathematics, rarely more than they bring along from high school. They carry over into statis tics their prejudices of mathematics and quite often, justifiably so. Teachers of sta tistics courses should then ask themselves how they can make the introductory sta tistics course statistically meaningful and not simply an exercise in mathematics or, what may even be worse, a meaningless compendium of statistical techniques. A recent report, Introductory Statistics Without Calculus, by the Committee on the Undergraduate Program in Mathe matics (CUPM) addresses itself to this question. (Free copies of the report may be obtained by writing to CUPM, P.O. Box 1024, Berkeley, Calif. 94701.) The report strongly recommends courses whose main objectives are understanding of basic statistical concepts, rather than technical facility or the extensive study of the prob abilistic background of statistics. The report concerns itself in consider able detail with what it calls the conven tional approach, the approach taken by the large majority of present-day intro ductory statistics texts. Three other approaches, referred to as the decision theoretic, nonparametric, and problem oriented approaches, are discussed much more briefly. In this paper, we shall com pare the conventional and nonparametric approaches. The author has been using the nonpa rametric approach for quite a number of years and feels that it offers important advantages. These advantages stem from the fact that problems such as estimating the center of a population, comparing the observations in two samples, or measuring the strength of relationship in pairs of ob servations, which in the conventional ap proach are solved by methods appropriate for normally distributed populations, in the nonparametric approach are solved with the help of nonparametric procedures, that is with the help of procedures that are not tied to parametric population models like the normal model. Nonpara metric techniques not only require less preparatory work than normal-theory techniques, but are also conceptually much simpler than the latter as the paper will try to show. In connection with the first point, let us refer to descriptive statistics and the

This paper, one of a series of reports on Michigan State University experiments in curriculum design, describes an initial attempt at formally forecasting social work practice of the future. The purpose of the forecasting is to provide a rational base for curriculum development The paper reports on results with a technique for forecasting that was drawn from work in predicting technological change and is primarily concerned with introducing the force of the idea of systematizing substantive decisions through formal techniques that make use of the subjective knowledge of experts.

This paper was presented at the January 1972 Campus-Field Faculty Workshop at the Adelphi University School of Social Work The paper articulates how the Adelphi University School of Social Work developed its curriculum to utilize generic theories and principles in its application to social work practice (which is taught to first-year graduate social work students), and demonstrates the application of generic principles to field work practice.

This paper defines the two-year college as an institution offering tertiary education for any of a broad range of needs terminating in a sub-baccalaureate degree with perhaps various certificates as well for completion of still shorter programs. A global overview of developments outside of the United States is followed by an intensive discussion of two-year college developments in Japan and in Canada. In the final section of the paper, some of the chief areas of concern in this phase of higher education are noted. The number of two-year colleges outside of the United States is growing steadily and will soon exceed the number within that country. The private junior college, vocationally oriented, is the principal type to be found in Japan. In Canada, three types are noted, the Western colleges fitting quite well the definition adopted here, the heavily career-oriented schools, and the unique CEGEP's of Quebec province. Other nations offer still more variations on the basic theme. Access to higher education and the generally lower prestige of the two-year college are the two chief issues in the university parallel curriculum. Economic development of nations is brought to bear upon career curricula. Student services and community services are fields not yet widely ventured upon. The questions of support, control, and development are complex ones, concerning which each nation may learn much from the experiences of others.

As you dig through our school rooms and libraries you will find impressive but misleading literature. You will uncover colorful children's books, professional journals, reports of prestigious professional committees, and teachertraining publications. You will find curriculum guides and sets of objectives written by teacher committees. (Surely some of this material will survive there is so much of it.) All of this will tell you what the scholars were talking about and what the mercenaries were selling. But it won't tell you what the teachers were doing. If you are interested in what children were learning in their classes, look in the elementary school wastebaskets. There you will find the daily worksheets, homework, and quizzes. These papers will be easy to overlook because they are not impressive looking. They will be covered with purple mathematical symbols and children's responses in graphite interspersed with red marks in a firm, feminine hand. Many of the papers will be crumpled. Good luck in your digs, W. L. S.

This paper outlines a co-operative engineering curriculum involving a "pre-co-op work/experience" immediately following graduation from high school. The University of Tennessee has found this an effective means of attracting and motivating more minority students to study engineering. The paper outlines the program including a typical work/study schedule and includes comments of participants about their experiences in the program.

This paper examines the degree to which stratification within schools contributes to the prevalent association between socioeconomic background and educational outcomes of students. The institutionalized mechanisms for social selection and differentiation, such as tracking and curriculum assignment, are essessed in 48 urban public high schools. Little evidence is found for overt class bias in placement. The relationship between socioeconomic status and curriculum assignment is largely mediated by verbal achievement. stratification patterns entail segregation and the allocation of resources within schools, however. The paper concludes that educational outcomes depend more on the criteria of selection than on the process within schools.

An account of the development of anthropogenic landscape science as a separate geographical discipline in the Physical Geography Department at Voronezh University. Faculty members engaged in a landscape-mapping program in the Central Chernozem oblasts in the early 1950's found that they were dealing to a large extent with wooded-steppe landscapes heavily modified by industrial and agricultural activity. The first papers on anthropogenic landscape science began to appear in the middle 1950's. A meeting of the Geography Faculty's scholarly council in December, 1968, approved the introduction of a separate course on the subject into the curriculum. In a paper read in February, 1971, F. N. Mil'kov, the principal advocate of anthropogenic landscape science, proposed this discipline as an alternative approach to the study of man's impact on the natural environment.

This paper describes the various procedures followed in validating some research tools to be used to investigate pupils' attitudes toward and achievements in geography taught by programmed instruction. The research tools consist of learning materials and measuring instruments. The learning materials include five geography programmed texts, five conventional texts in geography, and a familiarization program in civics. The measuring instruments also include a geography achievement test, and two attitude questionnaires designed to measure attitudes toward geography and programmed instruction. The paper highlights the roles of formative evaluation in preparing curriculum materials in geography.

Summary The present paper in context to the would‐be‐science policy of Canada has analysed its implications in the field of education in this country through institutional organizations. This paper has traced the origin of the principal issues involved in the would‐be‐science policy of Canada and devoted to the mathematical education, research directives, role of educational institutions with the identification of problems therein and specific comments and recommendations regarding the development of applied mathematicsin context to innovations, curriculum reforms and other pedagogic considerations. ∗ Presented at the Second International Congress of Mathematical Education at Exeter, U.K., September 1972.

Objective : In ‘Curriculum' 2002 short answer questions are newly introduced. The content of 1st professional written examination was given but the weightage of different subdivision of Anatomy is not mentioned. So, present study was done to see the content validity of different subdivisions of Anatomy in written examinations. Study design: Descriptive type of study Place and period of study: The study was carried out from January 2003 to July 2004 in the Department of Anatomy, Bangabandhu Skeikh Mujib Medical University, Dhaka. Methods : It was based on a quantitative method; the question paper analysis based study. Results : It is evident from the questions paper analysis that different subdivisions of Anatomy are usually not given proper weight in the Anatomy written examinations. There are some subdivisions of Anatomy which are usually covered less than required. These include Genetics, Histology, General Anatomy, General Developmental Anatomy, Clinical Anatomy, etc. Conclusion : for further improvement of assessment system of Anatomy, content validity is needed to be established. Key words : Content validity, Anatomy, undergraduate, written examinations doi: 10.3329/bja.v7i1.3011 Bangladesh Journal of Anatomy January 2009, Vol. 7 No. 1 pp. 14-18

The PDF of this file is 4,227 kbytes in size and therefore will take a long time to download if you click on the PDF link below.If you would like the file to be sent to you by email, please send a request to info@nepjol.info. Please include the citation below in your request. DOI: 10.3126/opsa.v1i0.1055Occasional Papers in Sociology and Anthropology Vol.1 1987 p.11-28