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In the summer of 1972 graduate students from Northern Illinois University were enrolled in a six week study tour of outdoor education programs in Germany and Austria. The tour included observations and conferences with teachers, students, administrators, and Ministry of Education officials from both countries, guided tours of major cities, and visits and investigations of outdoor activity sites. Students kept a detailed daily log and submitted a thought reaction paper on a facet of outdoor education associated with their summer's study of programs. Nine of the student papers are presented in this document. The first paper, which analyzes Austrian and German concepts of outdoor education, mentions that both countries are extremely building and facilities oriented. It further observes an over-emphasis on certain segments of outdoor education, such as camping. Another paper compares teacher preparation for outdoor education in both countries with the programs found in America. Apparently America places greater emphasis on training programs while the European coutries rely more on self preparation and self study on the part of the teacher. Other papers deal with such topics as the relationship of physical education to outdoor education, potential values of the Schullandheim experience and its real function in the educational scheme, and the use of the city as a source for outdoor education experiences. (DS)

This volume was organized at the request of the SMSG Panel on Research for their use in identifying needed research in mathematics education. The five papers provide a review of research in each of their areas up through early 1969. Papers included are: (1) Attitudes Toward Mathematics, by Lewis R. Aiken, Jr.; (2) Classroom Teaching of Mathematics, by James T. Fey; (3) Piagetian Studies and Mathematics Learning, by D. B. Harrison; (4) Computers in Mathematics Instruction, by Larry L. Hatfield; and (5) Problem-Solving and Creative Behavior in Mathematics, by Jeremy Kilpatrick. Extensive references follow each of the papers. (RH)

Recent advances in the construction of Hadamard matrices have depended on the existence of Baumert-Hall arrays and Williamson-type matrices. These latter are four (1,-1) matrices A,B,C,D, of order m, which pairwise satisfy (i) MNT = NMT, M,N ε {A,B,C,D}, and (ii) AAT+BBT+CCT+DDT = 4mIm, where I is the identity matrix. Currently Williamson matrices are known to exist for all orders less than 100 except: 35,39,47,53,59,65,67,70,71,73,76,77,83,89,94. This paper gives two constructions for Williamson matrices of even order, 2n. This is most significant when no Williamson matrices of order n are known. In particular we give matrices for the new orders 2.39,2.203,2.303,2.333,2.689,2.915, 2.1603. [ABSTRACT FROM AUTHOR]

Several authors in recent years investigated the properties of the Moore-Penrose inverse of an arbitrary Boolean relation matrix. The concept of a Moore-Penrose inverse for Boolean relation matrices was discussed first by Rutherford [11] and then independently discovered by Markowsky [8], Plemmons [10], and the author ([3] and [4]). It is natural to inquire whether or not the Moore-Penrose inverse is unique, if it exists. In this paper, the properties of unique Moore-Penrose inverse of an arbitrary Boolean relation matrix are examined in connection with partial order relation and three computational methods for the unique Moore-Penrose inverse for an arbitrary Boolean relation matrix is developed. [ABSTRACT FROM AUTHOR]

Given an n × n grid of n2 points we must select as many as possible so that no three are in a straight line. This paper reviews results concerning the problem and provides a few minor proofs, additions and generalisations. [ABSTRACT FROM AUTHOR]

Chapter V of the book "The Nicest Girl in the School: A Story of School Life," by Angela Brazil is presented. It explores Patty Hirst's first letter to her family about her happy and unhappy experiences at The Priory. It also highlights her first formal arithmetic examination which lead her to be accused of cheating because of her cousin Muriel.

Chapter 5 of the book "The Heir of Redclyffe" is presented. It explores the story of a clash of personality between well-born cousins namely, Guy Morville and Philip Morville, who were both residing at the Hollywell House. This chapter further narrates that instructor Lascelle told Mrs. Edmonstone that his pupil, Guy, had very good abilities, but that his classical knowledge was far from accurate and his mathematics had been neglected.