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The article focuses on two members of the editorial advisory board of the "Journal of Learning Disabilities." John H. Johnson, President and Editor of Ebony, Chicago, Illinois, has come a long way from his humble beginning in Arkansas City, Arkansas. In 1933 Johnson migrated to Chicago with his mother and became the editor of his high school paper and year book. Then he joined Supreme Life Insurance Co. of America, as an employee and thirty years later he was elected as the chairman of the board of directors of the same insurance company. Conceiving the idea of starting a publication, Johnson took a loan and released out his first magazine "Negro Digest." Presently Johnson is a director of the Magazine Publishers Association. The other member of the Board is John McLeod, Administrative Head of Educational Research Centre of the University of Queensland in Brisbane, Australia. Educated at English and Scottish universities, McLeod obtained an Australian Ph.D., his current major research interests being in the field of learning disabilities, which he interprets to embrace mental retardation and reading failure. He is co-editor of the Australian journal "The Slow Learning Child," and has edited and co-authored two books.

The article presents a study which examines the factors to consider in the establishment of routine mycological diagnostic laboratory for the identification, inoculation, and examination of cultures in Brisbane, Queensland. It explores the importance of a mycology unit for the inoculation of cultures and the prevention of the dissemination of spores and contamination of such cultures. It looks into the characteristics, the specimen samples, and the methods of culture identification.

The article discusses the findings of a study about the verbal interaction discourse and pupils' understanding in science classes in Brisbane, Queensland. About 54 representative lessons from nine Grade 8 science classes were recorded and transcribed with complete details on research design and methodology. Several schemes that focus on verbal discourse were developed to classify the behavior of the students in the classroom. The classroom discourse was classified as one of the major categories that deal with cognitive interaction after it has broken down into a series of units that include episodes and monologues. A high proportion of classroom behaviors was found to be linked with recall activities like the behaviors classified as describing, designating, and stating.