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Objective: We evaluated the cytotoxic activity of the three anthracyclines, doxorubicin, epirubicin and idarubicin, in different sublines of the Dunning rat prostate carcinoma as well as in multidrug-resistant KB cells, expressing a high amount of the human multidrug resistance gene product, P glycoprotein. Methods: The effectiveness of the three anthracyclines was tested in vitro in the Dunning rat prostate carcinoma sublines G, AT.1, AT.3.1, MatLu, and MatLyLu, as well as in multidrug-resistant KB cells, using an MTT assay. Results: All drugs were clearly more effective in the androgen-sensitive Dunning rat prostate carcinoma subline G than in the androgen-independent growing sublines AT.1, AT.3.1, MatLu, and MatLyLu. Idarubicin was much more effective than doxorubicin or epirubicin. To further elucidate the mechanism of action of idarubicin as compared with doxorubicin and epirubicin, we tested the cytotoxicity of these anthracyclines in highly multidrug-resistant KB-V1 cells, which express high amounts of P glycoprotein, as well as in the drug-sensitive parental KB-3-1 cells. KB-V1 cells proved to be highly resistant to doxorubicin and epirubicin with IC 50 values of 2,300 and 1,000 ng/ml, respectively. Idarubicin, however, was about 57.5-fold and 25-fold more active, respectively, suggesting, that it is able to overcome P-glycoprotein-mediated multidrug resistance. Conclusion: The strong in vitro effectiveness of idarubicin in androgen-insensitive prostate carcinoma cells suggests that this drug might be useful in the treatment of hormone-refractory prostate carcinoma.

The American socialization process emphasizes the learning of independence in the childhood years. Perhaps more than in other societies, standing on one's own feet, being able to fend for oneself is an important characteristic of the socialized person in our society. Beginning in early childhood we systematically train our children to attend to their physical needs by themselves (feeding, dressing, toileting), to learn to get along without the mother's continual presence and to learn to take a certain measure of hardship without turning to the socializing agent for help or comfort. But the American socialization process also emphasizes dependence. American parents want their children to turn to them for guidance and to accept their instructions as they attempt to induct the young into the mores of society. It is important for our children to learn a dependency drive-to learn to solve some problems by turning to the adult because the adult knows the approved ways of behaving. Successful socialization, then, involves the acquisition of a culturally approved balance between dependency and independence. Not all children learn the proper balance between these two drives. Some children become overly-dependent upon mother or mother substitute. These are the children who continually seek out adults for their presence, their help, or their approval. They find it hard to grow up and cling tenaciously to their mothers for support. This paper is concerned with causes of overdependency. It reports the results of a study in which 20 young children (six-year-olds) who were rated as being overdependent were compared with 20 young children who served as controls. Two hypotheses were advanced to explain overdependency and each of these was tested in the study: I. Overdependency results from a non-permissive approach to infant disciplines. During the past decade an articulate group of neo-Freudians has advocated a permissive approach to feeding, weaning, toilet training

The student of superior intelligence is not always the superior performer in both the linguistic and the scientific fields. The able English major may have difficulty in learning physics, while his counterpart, the physics major, may find rhetoric his bete noire. This paper offers a possible explanation of how readiness for learning physics is developed. It explores the hypothesis that certain kinds of childhood experiences structure an individual's perceptions of the physical world; that these perceptions are stored as information in cell-assemblies in the cortex; and that this neural reservoir facilitates the learning of concepts in the physical sciences. The nature of experiences that might contribute to the building of such a neural reservoir is discussed.

(1951). Studies in Cooperation and Competition: I. the Effects of Working for Group and Individual Rewards on the Social Climate of Children's Groups. The Pedagogical Seminary and Journal of Genetic Psychology: Vol. 79, No. 2, pp. 173-197.

Summary This study has been a survey of, approximately, the past sixty years in child training. Three different schools of thought have prevailed with regard to how children should be raised. The 1890's and 1900's saw a highly sentimental approach to child rearing; 1910 through the 1930's witnessed a rigid, disciplinary approach; the 1940's have emphasized self-regulation and understanding of the child. These sixty years have also seen a swing from emphasis on character development to emphasis on personality development. Each period studied has had its share of fads with regard to child training. It would appear that the present fad may be an extreme emphasis upon the relationship between specific infant disciplines and later personality development. Parents and others in the field of child guidance are warned that, while certain general truths have been discovered, we still do not know the specifics with regard to child training practices. Parents and others are also warned to beware of “mother's instinct” or “common sense,” for this has had radically different meanings for practice during the past sixty years.

This is an investigation of certain socio-moral judgments held by adolescents with regard to property. Specifically it will be an attempt to see whether high school juniors differ in their judgments on the act of stealing from a large corporation and stealing from a private individual. Observations of the behavior of adults in our industrial society would seem to indicate that this is a problem of major concern. Industrial concerns report each year that tremendous quantities of goods mysteriously disappear from factories and cannot be accounted for. All around us former G.I.'s wear

We are witnessing today in America a phenomenal growth in early childhood education. The number of states making kindergarten mandatory is increasing rapidly, as is the number of states and communities offering public school education for 4-year-old children. Unfortunately, while opportunity can be legislated, quality of program cannot. All too many preschool programs are basing their curricula upon modified primary programs of the kind Silberman (1970) decries in Crisis in the Classroom for being dull and joyless. One curriculum suggests the following for the fall months: 1. Arithmetic: Introduction of numerals 0–5, worksheets, games on the chalkboard, exercises on the feltboard. Introduction to commercial arithmetic blocks. 2. Reading: Alphabet recognition and sounds. Games with initial consonant sounds. 3. Social studies: People and animals prepare for cold weather. Columbus Day—dramatic plays and crafts centered around voyage. Halloween—stories of ghosts and witches. 4. Art: Boat pictures.

A considerable range of content is currently included in the elementaryschool curriculum. For example, a recent report on elementary education in California (5) noted that the state education code requires that reading, writing, language study, spelling, arithmetic, civics, geography, history, music, art, health and physical education, morals and manners, fire prevention, public safety and accident prevention, and the nature of alcohol and narcotics and their effects upon the human system be included in the curriculum. Local school systems may make additions to this list, as have the Los Angeles public schools, by requiring instruction in science, industrial arts, and Spanish (6). Fogler (14) reported that the New York City elementary-school curriculum reflects much the same breadth of content. Thirty-five elementary-school systems recognized for their excellent programs were recently surveyed by Shane (39), who described their enriched curriculums with the inclusion at all grade levels of art, music, and physical education programs; and at the intermediate level, of home economics, woodshop, and science experiences. Attention is also given in the literature to the treatment of this content as far as emphasis and time allotment is concerned. The California report (5) noted that the state education code requires that 50 percent of the school week be devoted to reading, writing, language study, spelling, arithmetic, and civics in Grades I thru VI. Givens (18), speaking before the American Association of School Administrators, cited evidence to the effect that the Three R's have first place in time and importance in every elementary-school program. Calling attention to present emphasis on the Three R's, Gray (20) reported a study of weekly time allotments to various content areas for Grades I thru VI that was included in the 1950 report of the superintendent of the Milwaukee public schools. The weekly amounts of time devoted to certain content areas in 1900 as compared with 1950 revealed decreases of approximately 10 percent in the amount of time devoted to language arts, 33 percent in the time devoted to arithmetic, and 55 percent in the time devoted to special help for pupils having trouble in any area. Comparing the same periods, the report noted