Search

The article focuses on the plan for the review of mathematics in the eight grade class, which will be taught in November 1902. Prepared by Agnes M. Tuttle, a member of first year pedagogic class, this plan aims to provide mathematical data to be used in the decoration of the classroom. Educational apparatus and materials such as paper, pencil, and plane-table were used. The method used includes several discussions such as talking with children about decorating of the walls of the room, asking them what materials would be needed for work, and measuring of accessible distances, as well as the height of the walls.

The article presents a discussion on the papers written by students of the third grade about the history of the growth of Chicago, Illinois from the time it was a trading post through its pioneer stage. It also presents the first of two sections of the papers entitled "Chicago of Long Ago" and a subject index to provide an idea about the contents of each child's book. It also presents selected sections from the children's works which are most essential in telling a brief story of Chicago's growth through the past century. The papers present correlated works in geography, industrial science, mathematics, handwork, and art.

The article presents questions for discussion by the Medico-Sociological Club of Edinburgh, Scotland. The questions are related to Mathematics: Geometry, Kinematics, Algebra, Trigonometry, and Calculus; Physical Science: Astronomy, Geology, Meteorology, Mechanics, Physics, Chemistry; Biology and its sub-sciences: Anatomy and Histology, Physiology, Taxonomy, Ecology, Ontogeny and Phylogeny. It also covers arts, sanitation, medicine, ethics, education, religion and philosophy. Hence of all organisations and groups in Edinburgh, the Medico-Sociological may not improbably prove the least inhospitable and least inaccessible to the ideal of joining in the quest of a Bio-synthetic Philosophy-thus embracing the Sciences and Arts in general; as (in particular) the clarification of Sociology with help of ethics, psychology, and biology. And all as founded on the preliminary sciences, as treated on evolutionary methods and as directly applicable in practical life-and thus in Medicine accordingly.

This article focuses on the use of mathematical techniques and constructions in social sciences. Some mathematical techniques and constructions require, before they can be put to use, the provision by the social sciences of the statistical data, or, alternatively, of the postulational elements, with which they are to deal. These data and postulational elements in their turn require, before they can be assembled, or before they can be given precision, an analysis of the general situation to be investigated, and the determination of a scheme of classification. The physical and mathematical spaces are forms of knowledge but knowledge itself is manifestly a social development, a process or a product according as one take it and therefore the entire development of physics and mathematics falls within the scope of the most general sociological study. On the other side, any sociology that may be established will manifestly be conditioned by physics and mathematics, because it itself is a part of knowledge and the physics and mathematics are more richly and securely established parts of that knowledge than it is. Sociological development will be conditioned by the physical spaces insofar as these latter become firmly established as forms of basic physical fact.

This article presents a survey of research studies on the psychology of secondary-school mathematics. Benz constructed a test containing fifty items, several of which deal with arithmetic but most of which are algebraic type. The study gave numerous suggestions to teachers about ways of carrying on remedial work with their pupils and of improving instruction in algebra. Clem and Hendershot made a study of the work of eighty pupils in ninth-year algebra on seven verbal problems. On the basis of their findings, they recommended that teachers employ specific techniques in teaching verbal problems. A study made by Powell aimed to gather problem most suitable for elementary algebra.

The article examines the perfection of the metric system as a scientifically devised basis for weights and measures. The units of length, mass and time are considered as fundamental in any system of measurement. Other units are derived from them. The meter which is the unit of length was originally intended to be one ten millionth part of the earth's quadrature. The mass of one liter of water at 4 degree centigrade determines the unit of mass. For any system of measurement, volume is length cubed, velocity is length divided by time and acceleration is length divided by time squared. Complicated units thus can be reduced to the three fundamentals of which two bear a unit relationship. The varied possibilities of the unit system of measurement triggers interest among students. The metric system has been described as a unit system where mass and time may be derived from length.

The literature of current sociological research shows conspicuously few studies that make careful use of any accepted theory of sampling. This situation seems to be due partly to difficulties in imposing the severe requirements of a mathematical sampling theory upon the complex and uncontrolled problems which sociologists usually choose to study, partly to the prevalence of an imperfect understanding of the existing theory and its demands, and finally to the failure of the theory itself to provide many needed sampling errors for stratified samples. The present paper is an attempt to interpret, in as non-mathematical and as practical a way as possible, the meaning of the basic sampling theory as applied to social research, in the hope of directing more attention to the problem and some of its difficulties. In this case, the chance, p, of throwing a head or a six, or of a person dying, is a function of the number of sides and balance of a penny or die, or of the age, sex, and living conditions of a person.

The article comments on the paper by Wilfred Malenbaum and John D. Black regarding the use of the short-cut graphic method of multiple correlation. The authors has pointed out that Malenbaum and Black disregarded one of two central principles in using the short-cut graphic method. Also, the authors urged them to focus on the basic difficulties of correlation analysis of economic problems.

The article comments on the paper by Wilfred Malenbaum and John D. Black regarding the use of the short-cut graphic method of multiple correlation. The author has concurred on the previous comments on the confused nature of the work of Black and Malenbaum. The author also stated that it is necessary to reiterate and to clear up the terminology use by Black and Malenbaum.

This article focuses on an article on economics entitled "Period Analysis and Multiplier Theory," by Fritz Machlup published in the "Quarterly Journal of Economics." To elaborate upon this contention involves merely a brief exercise in the elementary theory of averages. Despite the use of mathematical symbols in the following demonstration, nothing more esoteric is involved than the sort of knowledge of elementary statistics to which the college sophomore is introduced in beginning his major in economics. The foregoing demonstration is intended as something more than an indulgence in the refined pastime of splitting hairs. After all, researchers do have to think of monetary periods for the economy as a whole as average periods; there is no such thing as the period for the whole economy.

The article presents a study which compares the school achievement of children who live in an orphanage with that of children who have a normal home background. Incidental to this main purpose, the attendance, punctuality, and citizenship records of the two groups were also compared. The study was based upon 77 matched pairs, each pair being composed of an orphanage and a non-orphanage child. The pairs were matched on age, sex, mental rating, grade location, teacher, language spoken at home, and physical defects. The two groups were compared on the following 15 variables: age in months, average number of citizenship demerits per semester, average number of half-days absent per semester, average number of times tardy per semester, and honor points averages based upon teachers' marks in arithmetic, English, literature, reading, spelling, social science, writing, art, music, manual arts, and health education. The data revealed no significant differences when age and academic achievement were considered. It is possible that the observed differences are due to the errors of random sampling. Statistically significant differences were found to exist between the groups in citizenship marks and attendance and punctuality records, the first being in favor of the non-orphanage pupils while the latter two are in favor of the orphanage children.