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This article reports that the study was undertaken to test whether titles of chemical papers are becoming more informative and whether uninformative titles of chemical papers are being eliminated since the advent of the KWIC index in 1958. One of the strongest objections voiced against such indexes is that titles of papers are unsatisfactory as a basis for subject index entries because titles are not composed with indexing in mind. The adequacy of titles as a source of subject content clues has been given much attention in the last decade, and many studies have been published on the subject.

The article discusses the advantages of the term project type of assignment over term papers in learning science. The purpose and meaning of an individual's educational experience is transmitted through a term project. While educators are becoming increasingly skeptical as to whether or not term papers have value in proportion to the time and energies required of both the undergraduates and the instructors, the level of interaction is compulsion. The sample of knowledge covered by a term project is not great, but apparently that sample will be remembered for a long, long time. The opportunity to think through a problem and find a solution proved to be an intriguing and pleasant experience.

This article comments on the position papers in the June 1967 issue of Rural Sociology. The author asserts that the papers are a mark of growing maturity of the rural sociology profession. It took years before the state universities and colleges assumed the dominant role of that they have achieved in the development of rural sociology. Contributions of the early sociologists to the applied field are presented to emphasize their historical value.

The article presents a critique of papers by Professors Atkins and Karplus on elementary science education. The author indicates the personal biases that she brings to the discussion of the two reports. The article discusses Atkins and Karplus' assumption that the modern world demands a citizenry that is literate with respect to both concepts and the methods of science. The author comments on Atkins and Karplus' recognition that children differ widely both in their abilities to grasp ideas and in the ways they arrive at conclusions.

The article discusses the article "A Comparison of Three Measures of Socioeconomic Status," by George A. Lundberg and Pearl Friedman. According to the author, "Validity" in the article refers to a covariation of a set of observations obtained in one way and another set of observations obtained in some other way. But, this should be added: the second set of observations, the "validating" data, must refer to the materials with which one is directly concerned. For example, it is commonly asserted that if people wish to validate a sociometric scale they may correlate the results obtained through its use with the results obtained through the use of another sociometric scale. These and kindred problems are immediately brought into sharp focus by a comparison of three measures of socio-economic status. A comparison presupposes some criterion, otherwise it can only resolve itself into a series of statements to the effect that "those things differ in the following respects, which raises the question of "What of it? The Guttman weights were assigned entirely on the basis of the correlation between the item and a status factor which was carefully defined as the factor common to education, occupation, income and participation. If it can be shown that these weights are not valid according to the same assumptions, on another sample, then the weights can be criticized.

This article presents information about an article "The Preparation and Writing of Medical Papers for Publication," by W.R. Bett. The cultivation of literary style is being more and more jeopardized by the conditions of modern life, the decline of a classical education, and the influence of the laboratory with its language of symbols and formulae. Superfluous journals have led to superfluous and often slovenly writing. The medical student of this generation is overwhelmed with facts which only too often are presented to him dressed in unfinished or unsuitable garments of verbiage.

The article looks into the significant use of pseudo-science in science education. A pseudo-science is a systematic body of propositions, practices, and attitudes that gives the appearance of being a science but is not a science. Furthermore, the article has compared the differences between science and pseudo-science. Moreover, various approaches and ways in which the study of pseudo-science could be incorporated into science education has been presented through: (1) critical examination of historical cases of pseudo-science along with cases of genuine science; (2) comparison of contemporary research paper with pseudo-science research paper; (3) use of laboratory works and processes to expose the scientific pretensions of pseudo-science; encouragement of students to bring examples of pseudo-scientific thinking; (5) evaluation of textbooks; and (6) testing of students' ability to recognize cases of pseudo-science.

A discussion of a conference paper that explored teaching a business course on money and banking is presented. The author believes that this should be a course all students take. The author discusses several different course designs and benefits and drawbacks of each. The author also discusses what he feels is the proper way to introduce material in these courses.

A conference paper is presented that examines the teaching of a business course on money and banking. The author suggests that the process involves determining the objectives of the course, the materials that will be taught and the method of instruction. The author advocates an undergraduate money and banking course that could be understood by a liberal arts student. The author outlines how this course could be taught, highlights some possible objectives and discusses how to select materials.

The article focuses on the specific criteria applied by the Editorial Board of the "Journal of Research in Science Teaching," in judging and reviewing contributed manuscript. The author has presented guidelines in judging manuscript quality including its originality, generalizability and replicability, bibliography, reliability of methods, internal contradictions, illustrations and tables, clarity, and validity of logic. The significance of a paper's contribution to the field of science education is admittedly a subjective judgment and therefore no paper is rejected unless two or more reviewers find it to be unacceptable.

The article describes a method of teaching some important phases of technical writing as part of a normal laboratory course. Faculty member employing this technique selects a suitable paper from the literature, prepares a sentence outline and introduces a small number of flaw into the paper. Then, the material is retyped and handed to the students to be analyzed. For a simplified version of this method, only step one will be used and the discussion will be modified. The simple technique can be refined by introducing more subtle flaws into the discussion and include the introduction, the summary and conclusion or even the experimental section and the result.

The article explains a group-individual project for teaching the concept of refraction in physics. The project must be of such a nature that it can be presented to a large number of students simultaneously, assigning different values to each student, still its solution must be easily and readily checked by the instructor. A sample problem is regarding the least possible time required for a man who wishes to start from a point A and walk to point B. The interpretation of this problem as a teaching asset of course lies in the fact that it explains why light bends the way it does in passing from a less dense to a denser medium. For the instructors sake, it may be worthwhile to add a few explanatory remarks with the use of a graph paper locating A in one corner of he paper and B in the diagonally opposite corner and calling the distance from the top of the paper to the line of separation.

A discussion of a conference paper that explored teaching a business course on money and banking is presented. The author states that this type of course is designed for the cultural purpose of understanding how money functions in a society. The author explores some of the problems that students must overcome in order to gain this understanding. The author suggests the material is often too dense and makes understanding the theory of money too difficult.

The article presents three classroom procedures for presenting the concept of "mechanism" in biology. The term "mechanism" used in this article refers to the biological phenomena that can be accounted for a series of cause-and-effect relationships. The basis of this paper is the prevalence of anthropomorphic and teleological explanations. Each of the three classroom procedures described includes a paper-and-pencil exercise. The author of this article discusses the importance of clarifying the concept of mechanism, especially pointing out the fallacy of teleological explanations.

The article focuses on several books. "Farm Mechanization, Progress and Economic Problems," by A.M. Aycock. The report shows world trends in the adoption of factory-produced farm machinery; "Cooperative and Fundamental Education," by Maurice Colombain. The monograph deals with the problem of thrift and credit, the problem of purchasing; "Basic Problems of Plantation Labour: Committee on Work on Plantations," This report deals with the background and nature of plantations, recruiting and engagement of labor; "Planning Rural Community School Buildings," by Frank W. Cyr and Henry H. Linn. This publication is sponsored by the National Council of Chief State School Officers. It contains numerous floor plans and front elevations for rural school buildings of modern types.

This paper attempts to show that the myth of the primal horde is of use in that: (1) It helps to account for behavior that is observable at formal meetings, (2) sheds some light on the earlier socialization process and (3) can give some insight into the operation of wider social groupings. This obviously is a formidable task, beyond the scope of any one paper. The author discusses the university seminar of the formal kind where there is a chairman and sometimes a vote of thanks. He hope to show that the myth of the primal horde not merely explains what goes on but can even be said to describe to some extent behavior at such meetings. There is also an attempt to show how the ideas first used in the context of the university seminar can be applied to formal settings that are apparently very different namely those of the military parade and the religious service. Formal behavior, according to the view expressed here, owes its significance to the triumph it celebrates. It must therefore be essentially unstable for where the triumph is too complete there will the need for defensive morality be dissipated.

This article discusses the educational sociology of sociologist Émile Durkheim. It is the purpose of this paper to outline some ideas of Durkheim on education and to show how they are closely linked with his sociological thought. It can be no more than an introduction to a subject upon which the writer is preparing a more substantial work. None of the educational writings of Durkheim has yet been published in England. In fact most of them were only published posthumously in France. Some notes on the most important of them are given at the end of this paper. The majority of them were prepared in the form of lectures and are listed in order of the dates on which the course was first given and not according to the date of publication which is separately recorded. There are many lectures still existing in manuscript form. It was thought best to give quotations in the following pages in English and the translations are those of the writer except where otherwise noted as coming from existing translations. Moreover, this paper will conclude with a brief outline of four major functions of educational sociology which are based on practical principles in line with Durkheim's methodology. These functions are the determination of the present social facts of education and their sociological function, determination of the relation of education to social and cultural change, comparative sociology of education and the study of the school itself as a social group and in relation to other social groups.

The article presents an evaluation of the language curricula in preschool children. This paper focuses on the language ability of children from culturally disadvantaged homes. The linguistics and educators have different point of view with regards to the language system of this group of children. Researches have been conducted to look into the high incidence of school failure among these children categorized to have a different language. This research deals with the evidence indicating language deficit characteristics in low-income families.

An attempt has been made in this paper to show that culture lair tests have some problems associated with them. These tests should be examined and reviewed closely before being used and should not be regarded as the answer to testing the culturally disadvantaged. The following points were made in this paper: Culture fair tests measure different psychological functions. Culture fair tests today measure such functions as spatial visualization, abstract reasoning, perceptual speed, etc. Culture fair tests vary considerably in format. Some are pencil and paper tests, some are performance tests. Some use verbal instructions, others do not. There are many test parameters along which culture fair tests now vary. Some evidence suggests that culture fair tests possibly increase the differential between the culturally disadvantaged and the more advantaged population. Use of these tests may not be in the best interests of minority groups. It is not yet definite about the kind of items on which culturally disadvantaged people perform poorer. Some evidence suggests that they do better on verbal items and worst on perceptual items, which is in contrast to the assumption ,of most proponents of culture-fair tests. The validity of culture fair tests has not been shown to be better than more traditional tests. In contrast, some research even indicates that they do not show relationships as high. What is to be done, if anything, about the test differentials between the culturally disadvantaged and the majority population? Some individuals (Lorge, 1964; Coffman, 1964) agree that the elimination of group differences on tests is futile and argue that the real task at hand is a realistic attempt to study the behavioral significance of test differences. In essence, this is an all out attempt to collect validation information. Does a particular score for a black have the same behavioral implications of a higher (or lower) test score for a white? Are there criterion differences that are related to test differences? Do differential validities exist for various sub- groups? Are the standard errors of estimates different for different groups? This approach is essentially what has been pursued by individuals investigating the "moderating" effects of subgrouping by race and/or socio-economic factors. The investigation of test differences within and between subgroups is called for. In my opinion, attempting to mask test differentials by using culture fair tests may in actuality have a reverse effect than what was intended. Test differentials may actually increase, making it more difficult for culturally disadvantaged individuals to be selected into schools, jobs, etc. Clearly, the construction of culture fair tests is not the only answer to testing the disadvantaged. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to describe an approach to gross premium calculations that has been used by the author in an attempt to provide students with a clearer understanding of the nature of the process. The system is designed primarily as a teaching device rather than as a description of the way in which life insurance companies actually calculate gross premiums. Assumptions are made about interest, mortality, lapsation, expenses, cash surrender values, dividends, and profit. Then the gross premium is calculated by solving a linear equation in one unknown. [ABSTRACT FROM AUTHOR]

The article views on the effect of high school physics and college laboratory instruction on achievement in college physics. The result of the investigation of this subject matter probes that the paper-pencil laboratory pre-test and post-test scores suggested the existence of differences between boys and girls, between the students enrolled in the course with laboratory and those taking the same course without laboratory. It was also desirable to explore the effect of high school physics.

A discussion of a conference paper that explored how to teach a business course on money and banking is presented. The author believes that the only way to effectively teach a course on money and banking is to provide enthusiasm that encourages students to become engaged in the material. The author discusses the importance of taking a money and banking course in college and explores some of the most common problems associated with these courses.

The article presents materials and experiments used for teaching students and stimulating them to learn. Experiments related to air pressure is shown in the article. The author says that by using different shape patches, practice can be provided in calculating areas and total atmospheric pressure exerted upon that area. Demonstrations for multiple learning such as the idea of specific gravity, the principle involve in the compass and the discovery of the electromagnetic field are also included in the article.

The article discusses a bibliography for a seminar on evolution. Colleges and universities in the U.S. teach evolution as a seminar course. Since the field is broad, journals and other papers have appeared with discussions and other necessary data useful to students and instructors alike. Leading evolutionary biologists in America have been welcomed to participate with the recent papers. The contributors include Dean Amadon of he American Musesum of Natural History, George W. Beadle of the California, Alan A. Boyden of Rutgers University, Bayard H. Brattstrom of Adelphi College and others.

Professor Mao's paper is interesting, wide-ranging, and enlightening on several points. Its main thrust is on the age-old dilemma of the problem of teaching in the business fields. How far ought we to go in teaching theory, and how far do we go in emphasizing the description of current practice in the field? What should we do when the weight of current practice and the refinements of theory seem somewhat at variance? I expect the conflict will never be resolved. Every good course will combine some of both theory and practice; the mix will vary according to the predilections of the professor in the course. [ABSTRACT FROM AUTHOR]

The aim of this paper on occupational prestige is two-fold. The first part of the paper is devoted to a more general discussion of some theoretical and methodological shortcomings of the sociological literature on occupational prestige. The aim of the second part of the paper is to provide an illustration of one possible approach to the theoretical and empirical analysis of dissensus in occupational prestige which may be able to transcend at least partly some of the suggested shortcomings of the conventional approach. The sample utilized for the empirical analysis is a sample of the West German élite. The findings indicate that the position of an individual in the structure of voluntary interaction and his normative standards have an impact on the prestige assigned to different groups of occupations. Comparing science and nonescience occupations all requiring a university education, it was found that members of the elite who had close, personal interaction with scientists as well as a more favourable attitude towards the consequences of science and read proportionally more science literature assigned disproportionally higher prestige to science occupations in contrast to occupations outside of science.

In three studies responses of high and low fatalists to five different types of communications messages were compared. The five types of information considered were single reward, multiple reward, reward explanations, conformity, and nonsense information. Nutritional, political, and reading behaviors were considered. Two field experiments were conducted with male heads of households and a laboratory experiment was conducted with students. The high fatalists were motivated by reward explanation information. The low fatalists were motivated by single and multiple reward information more than the high fatalists. Responses of the high and low fatalists converged, at the highest motivation level, in response to reward explanation information. Fatalism accounted for more response variance than income, education, or race characteristics. The social significance of these findings is discussed in terms of: the need to motivate the high fatalists; who the high fatalists are; the growth of high fatalism; and the transferability of this paper's communication content findings to organizations dealing with problems of high fatalism. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to examine the connection between the distribution of income and the distribution of education. Section I of the paper contains a brief critique of the human capital approach to income distribution, pioneered by Becker (1964). As developed so far, the human capital approach seems incomplete, since the distribution of income is made to depend on the distribution of education but the latter is not explained. In the subsequent sections, more general models are examined in which the two distributions are determined simultaneously. Essentially, these models combine the human capital approach to education with the marginal productivity theory of factor pricing. It is found that when equality of opportunity and ability is assumed, the models do not in general produce an income distribution curve which conforms to the empirically established character of such curves. The concluding section discusses how far inequality of opportunity and ability and the presence of disequilibrium may affect the theoretically derived distribution of income. [ABSTRACT FROM AUTHOR]

The evaluation of the effectiveness of faculty teaching is a difficult process. This paper presents the results of an experimental empirical investigation into the possibility of using a psycho-linguistic measurement technique, the Semantic Differential, to measure faculty communication of terminology to students. This measurement could be used to supplement other teaching evaluation devices. The paper determines a set of "key concepts," derives a set of S.D. meanings from a Faculty to act as a standard, and measures student meanings at the beginning and end of an introductory course. These sets of meanings are then compared. [ABSTRACT FROM AUTHOR]

The major aim of this paper is to condense and make more widely available some of the unpublished research findings in South African social science. This survey is by no means exhaustive, as it deliberately excludes a number of fields, such as purely demographic, anthropological, economic, historical, or theoretical studies. Works having a direct or indirect bearing on race relations constitute the main focus of the present paper, which thus compliments a recent survey of published South African literature. Due to the nature of South African society, social science research in that country is strongly problem-oriented. As a society in an acute state of tension and conflict, South Africa constitutes an ideal laboratory. At the same time, however, research suffers from a number of handicaps. The universities have very limited financial resources and what money is available is devoted to undergraduate teaching rather than research. Consequently the number of graduate students, many of whom are on the teaching stall, is small. Furthermore, the government, through its apartheid regulations, greatly hinders research, particularly South Africans. Recent years have witnessed an exodus of academic personnel, thereby causing a rapid deterioration in the quality of the English-speaking universities.

Data on educational participation and attitudes toward the educational process and institutions are drawn from a comprehensive cross-sectional socioeconomic survey conducted in rural interior Lebanon. The conclusions suggest a considerably higher level of participation, concern, and affluence with regard to the place of formal education in the lives of the Arab peasants who make up the bulk of the sample than is sometimes anticipated. In the course of a random sample socioeconomic survey conducted in the interior of southern Lebanon in 1954 data were collected on educational participation and attitudes. The participation material has been published elsewhere and will be referred to here only where relevant to the present discussion. The specific concern of this paper is a description of the quality and direction of educational orientation as reflected in opinion and attitude statements of a cross section of household heads in one of the larger villages in the original study. Many of the findings in the school participation phase of this research are clearly related to the attitudinal responses which are to be reported in the present paper.

This paper summarizes the findings of several investigations in the Netherlands of factors related to the adoption of improved farm practices and the general progressiveness of farmers. In many respects, the socio-economic characteristics differentiating more and less progressive farmers are the same as in the United States. The education of the farmer and his membership in farm organizations and cooperatives were related to his progressiveness even when other factors were held constant. The farmer's general style of living was also so related. It appears that the progressive farmer in the Netherlands not only quickly adopts modern farm practices, but that in many respects he is also a more "modern" type of individual. The hypothesis is stated that his frame of reference is better adapted to present circumstances than that of the less progressive farmer, whose frame of reference is more or less out of date, and that the backward farmer has feelings of inferiority, suspicion, and distrust which prevent him from adopting a more functional frame of reference. [ABSTRACT FROM AUTHOR]

This research paper attempts to explore the fiscal relationships underlying the provision of elementary and secondary public education by introducing a simultaneous equation model. The model is constructed under the assumption of maximization of community welfare. It is essentially a demand and supply equation system for public expenditures on education. The equation system consists of an expenditure revenue function. Economic, socioeconomic, and institutional variables are included in the model. One section in the paper describes what is necessarily an attempt to estimate empirically the general model outlined in the paper. The formulation used here is limited by the fact that the marginal rates of return and marginal cost of funds for education are difficult, if not impossible, to observe. These two variables determine the slope of demand and supply curves respectively. This paper is mainly concerned with factors affecting the position of demand and supply curves rather than the slope of the curves themselves.

The scale of activity in Information Science and Retrieval, unique in the twentieth century, is plotted by surveying three areas of impingement between professional people and information systems. The first testimony cites the momentum in a major scientific society with respect to the reorganization and automation of publication and retrieval. The second projects the state of the art in the time-sharing of computer programs and files to the degree that the exchange of information is becoming a completely economic and critical tool for education, with man-machine interfaces provided for students and professors alike. The third deals with the rapid progress in the realization of man-interface conversation in nearly natural English format, made possible by sophisticated programs and hardware. The prognostication of the impact of these increasing capabilities on the deepest concerns and activities of mankind is sketched. The immediate availability throughout the world of all information files will engender continual review and evaluation in the scientific spirit that welcomes reexamination of any data without fear. In liberal education, there must be a responsibility to prepare minds for this regimen in the world of scholarship of the 1970's, but there must be a concomitant exhilaration of the young human spirit in the seeking of the total view and of a value system for the individuality in the universe. [ABSTRACT FROM AUTHOR]

The article discusses how to teach a teaching language to disadvantaged children. This paper looks into the Bereiter-Engelmann program at the University of Illinois as they teach young children to get ready for learning activities required in public schools. The children in this curricula are mostly classified as disadvantaged. They come from families who are poor with parents who meet the guidelines established by the Office of Economic opportunity for the Headstart program. Therefore this paper investigates the differences of language and experiential background of the lower-class child with that of a middle-class child.

SUMMARY The preparation of an educational curriculum involves three stages. The first of these is the subdivision of knowledge into sciences, and of these sciences into courses. This stage should be carried out principally by scientists. The second stage is the determination of the prerequisites for each course. These prerequisites include not only the knowledge, but also the capacities of the students. The determination of prerequisites should be carried out by educationists, psychologists and scientists. The third step involves the selection of which courses, out of the list of possibilities with their prerequisites, should actually be taught. For the above-mentioned selection, some evaluation of the future benefits to be obtained from each course is required. The paper begins with the delimination of the three steps just mentioned. Then it is shown that the problem of selection in an optimum way of the courses which should be taught can be reduced to a quadratic programming problem. Finally, a method is presented for transforming such a problem into an integral linear programming problem. [ABSTRACT FROM AUTHOR]

This paper describes a simulation model to estimate the enrollments and expenditures associated with various policy alternatives for the post-secondary education system of a state, with Indiana as an example. Enrollments, operating expenditures, and construction costs axe predicted for every public and private school for each year until 1985. The basic model-building technique employed is regression analysis on historical data, but it is supplemented by other quantitative techniques and by experts' predictions. The model may be used to predict "most likely" future enrollments and costs, to perform sensitivity analyses to better understand the impact of various exogenous variables upon the system, and to evaluate possible policy alternatives. Including all of the schools in a state makes possible the evaluation of policy alternatives such as possible configurations of new two-year public schools, the effect of tuition changes, and the effect of enrollment ceilings for larger state universities. [ABSTRACT FROM AUTHOR]

This paper discusses psychoanalytic contributions concerning the development and the facilitation of qualities such as empathy, love for neighbor, social-mindedness, identification, sympathy, and altruism. An early notion of Freud's concerning the original tie between mother and child is seen as the precursor of modern object-relations theory, of the development of language and empathy, the capacity to love, and the capacity to develop altruistic feelings, attitudes, and behavior. The paper also deals with neurotic manifestations of altruism and of other positive qualities. The notion is expressed that perhaps the most valuable contribution that psychoanalysts can make lies in the field of education, the application of psychoanalytic concepts and understanding to the upbringing of the child, to the education and training of the youth. Kindness, thou dear great name that containest nothing in thee demanding loveless esteem, but prayest to be followed; thou dost not menace and needst not establish any law, but of thyself findest entrance into feeling, and willingly art revered; whose smile disarms all sister inclinations; thou art so glorious that we need not ask after thy descent, for whatever be thy origin it is ennobled through thee. [ABSTRACT FROM AUTHOR]

This article has shown something of the breadth and complexity of the field of higher education; and it has indicated some ways in which progress in research might be made. It may be remarked first that colleges and universities have not in the past been particularly interested in educational experimentation, nor in the investigation of their activities by scientific methods. One is inclined to regard many of the changes that have been reported in these papers as changes in underlying personality structure; not merely as changes in surface behavior. This seems the proper way to regard changes that have to do with the individual's health, maturity, and intellectual functioning.

The article focuses on the teaching of science to deaf students in the U.S. It notes that language development, the primary goal of deaf education, can be achieved through science if appropriate methods and techniques are utilized. Here, the author has made an effort to include as many as sources in this review as possible. There are probably omissions, but the work reported should provide a substantial base for individuals considering teaching science to the deaf. The organization of the article is as follows: books relating to science for the deaf; then articles, papers or reports dealing with the elementary, secondary, and college levels respectively.

The paper presents a general paradigm for the structuring of a science course behaviorally and cites examples of behavioral schema from the life sciences. The first step in structuring a course behaviorally is to decide upon the terminal behaviors. These behaviors indicate what the student should be able to do when he completes the program. The essence of good curriculum development is the sequencing of instructional paradigms to maximize learning and minimize the duplication of previously learned material. Behavioral objectives should form an integral part of the process.

The article focuses on the teaching of science for the development of student's creativity. Creativity in science implies the ability to make a discovery in science though such information is already known to others. According to the author, to promote creativity, the science teacher should encourage students to identify and state the problems. The author emphasized that the ability of the pupil to design experiments to solve the problems which is defined by the pupil is another aspect of science creativity. The author's theory about selected teaching methods such as problem solving, open-ended experiments and research projects, if taught under given conditions can promote student creativity in science classes.

The article focuses on the identification that restricts the problem solving. In other words when a student was able to define a problem situation differently than he had previously defined it, solution became easier. If the students who scored low on the "IS of Identity" test also scored low on the problem solving test. The research would be in order to determine whether problem solving will be best insured by directing the attention toward correction of faulty language habits than by other methods. The "problem solving" test had to be one which did not rely on previously learned materials and methods.

The article presents an analysis of the mathematical concepts necessary for the college physical science course in the U.S. The purpose of this paper is to analyze the physical science course at Western Michigan University to determine the mathematical concepts with which the student must be familiar in order to understand the physical concepts involved in the course material. According to the author the outline of the workbook prepared by the physical science staff at the university constitutes the outline of the material to be studied and includes wealth of questions and exercises.

The article examines the basic themes around which science fiction stories for children seem to be written in the U.S. This article involves an interplay between two theses. One, which suggests that adult science fiction plays upon those human values and satisfactions which may be closely related to those which motivate practicing scientists. The second thesis and the primary one developed in this paper, suggests that children's science fiction may be similarly related to whatever satisfactions keep young people interested in science.

The article discusses the significance of studies based on the learning approach in education in the U.S. The purpose of this paper is to draw out the educational implications from a number of studies and to compare the fruitfulness of two general methods of research called the personality approach and learning approach. An experiment was conducted on the effect of a number of controlled variables on Einstellung behavior. Einstellung is defined as the blinding effect presumably due to strong habits which stand in the way of elicitation of more successful modes of response. The finding that a mental set for speed in problem solving was followed by perseveration suggests that the whole tempo of teaching should be studied in relation to rigid tendencies. Another study on the effect of effort on Einstellung behavior in a maze-tracing situation is discussed.

The article discusses the significance of studies based on the personality approach in education in the U.S. The purpose of this paper is to examine a number of studies conducted in the personality approach framework and to show the kinds of educational implications involved. A study is said to have educational implications if the data suggest testable statements about educational concerns and the study itself is reasonably sound. This study suggests that it would be worthwhile to rate school children in terms of overt manifestation of submissiveness and rigidity to check the feasibility of diagnosing rigid tendencies through the extent submissiveness is shown. On the other hand, the personality approach is characterized by an emphasis upon identifying traits that are said to be the basic components of behavior structure.

The article discusses the basis of selecting science learning materials in the elementary level in New York City. It explains on the eagerness of adults and children to learn about and make use of new scientific developments. It focuses on the need for science learning materials on the elementary level to make the pursuit of science by young people. It provides information on the potentialities of using science learning materials by youngsters in the elementary level.

The article presents information on operational psychological report. Modern science faces the problem of maintaining open channels of communication in spite of the increasing complexity of subject matters. Perhaps the most important problem is the proliferation of new vocabularies in every subdivision of science to the point where only a semantic specialist can differentiate all the meanings involved. Psychological science, particularly, is greatly handicapped by an undue proliferation of vocabularies related to systems and schools to the extent that even well trained basic scientists find it difficult to comprehend the content of specialty journals.