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The article focuses on the curriculum of business studies developed for the sixth formers in Great Britain. This A level project emerged, with its main objective: to see if an A level in Business Studies should be developed in schools. Such a general objective had to be supported by a number of interdependent sub-objectives: 1) that a body of material suitable to the educational needs of the sixth former had to be isolated and appropriate teaching methods developed; 2) that material had to be drawn together in a way which could provide a student with an understanding of the nature and problems of business; 3) that, assuming one and two to be feasible, a programme had to be developed and used in a limited number of schools across the educational spectrum. The two-year programme that emerged owed its strength to the careful integration of syllabus, examination structure and teaching methods, carefully balanced by a support programme. The syllabus content seeks to integrate together four main elements: (a) finance and accounting; (b) the interpretation of quantitative data; (c) the study of human behaviour and (d) the understanding of the economic environment as it affects business.

This article discusses the teaching of social administration in Great Britain. Formal teaching of social administration began in university courses of Great Britain, which were established before the first world war for those who wished to prepare themselves to engage in many forms of social and charitable effort. Since then, professional training for social work has developed inside and outside the universities, and the original certificate courses have become an academic preparation for subsequent training. The growth of these degree courses and the admission to one-year certificate courses of increasing numbers of graduates from other fields, have obliterated many of the original two-year certificates. Some universities have abandoned social science certificates altogether, some have converted them into one-year courses for graduates only, and others still run both types of course or an uneasy combination of the two. Meanwhile the employers of social workers are accepting the need for training and new courses are being set up in technical colleges outside universities.

Can training for business actually be provided by schools? If so, what type of training is most effective? Should businessmen be trained as generalists or specialists? Questions such as these are not the special product of educational turmoil in our day and age. This article examines a little known but highly significant eighteenth-century document which points to the origin of the business-school concept, and affords a unique opportunity to see current ideological differences in historical perspective. [ABSTRACT FROM AUTHOR]

Presents news and notices on dermatology in Great Britain. Inclusion of John H. S. Pettit in the Members of the British Association of Dermatology elected to the Fellowship in 1972; Location of the fourth of the Courses held at five yearly intervals and entitled "Progress in the Biological Sciences in Relation to Dermatology on September 24-29, 1973; Recipient of the 1972 Award of the International Health Foundation.

This article presents information on the criticism faced by the public schools education curriculum in the 1860s in Great Britain. In general critics found the curriculum of the public schools inadequate in two ways. In the first place it was too narrow. In the second place it was irrelevant to the new industrial society which had established itself. It was inevitable therefore that much of the debate should concern itself with the importance of expanding the curriculum through the development of the Sciences and the so called Modern subjects such as History and Geography. And it was likewise inevitable that considerable attention should be paid to the role of the mother tongue as a necessary field of study within a reformed curriculum. The article further informs that the debate on the mother tongue took place through Commission, through pamphlet, through speech, through editorial, with great vigor over a whole decade. The author comments on the clarity and insistence with which the failure to teach the mother tongue was picked out as a major deficiency of the school curriculum and the obscurity and half-heartedness of any practical proposals to remedy the deficiency.

The article reports that Trent Polytechnic in Great Britain offers a weft- and warp-knitting courses. The weft-knitting field has two five-day courses. One is intended to serve as an introduction or refresher and consists of a series of lectures and demonstrations on fabric engineering and the numerous types of machines. The other course demands some knowledge of weft-knitting. On the other hand, there are also two courses on warp-knitting technology. The first deals with the basics, and the second with more advanced topics.

In this article, the author discusses a proposal to include film in a A-level modern language course in Great Britain. The author believes that it would be unfortunate if the current move away from literary studies were to eliminate the arts from modern language study. She also notes that film is capable of high artistic quality and by-passes the language barrier. In addition, the author looks at the possible effects of the move on the framework of the course. She considers four main areas of impact: language, literature, civilization, position of the teacher, and relations with other subjects.

The article focuses on undergraduate education on dermatology in Great Britain. If a medical school did not possess an inspiring dermatologist, many students qualified with virtually no knowledge of skin disorders, nor, it must be said, was the skin likely to have had any but a passing reference made to it in the departments of physiology and pathology. Attention was drawn to the inadequacies of the training of undergraduates in dermatology and, although there has been some improvement since that time, it is still possible to qualify in a British medical school with less than 30 hour of instruction in dermatology included in the curriculum of five-and-a-half years. A good case must be made for the time which educationists desire the student to devote to the study of dermatology; and the maximum use must then be made of that time.

The article focuses on the areas of tension in and related to the teaching profession as far as they concerned the children of the poor in Great Britain. With the growth of the state system after 1870 new and powerful pressures confronted education. Government supervision and control aggravated innate problems of organization in a sphere of society which had no experience of mass movements and neither the facilities nor the experience to cope with them. Inevitably tensions appeared as the state provision grew in complexity and scope with remarkable speed. Since the Revised Code had been introduced in 1862 there had been no lack of evidence that its effect had been to create tension between the Education Department and the schools, between the teachers and the managers and between teachers and children. On the whole, criticism of the Code was leveled at its effect inhibiting the curriculum and on narrowing education generally, rather than as a possible danger to mental and physical health. The medical profession regarded it as a cause of ill health or even of death among children, while teachers tended to interpret it as stress on themselves which inevitably passed to their pupils and was the result of government manipulation of education through examinations. Before about 1860 leading medical journals concentrated on the containment of contagious and infectious diseases in the school setting, rather than upon the effect of general school life on children.

The article focuses on English language education in Great Britain. Historians of English education have unfailingly criticized the eighteenth-century grammar school for curricular rigidity. They allege that the grammar schools, bound by their foundation statutes, were unable to change their narrow classical curriculum even if they wished to. At the same time a contradictory criticism is leveled, namely that the schools were often degraded by alteration of their curriculum, especially when English subjects (reading, writing and arithmetic) were added. But neither of these criticisms will be sustained by a survey of grammar schools' legal foundations and an analysis of the ways in which the schools changed curriculum during the eighteenth century. When schools did make changes, it was more often to preserve than to pervert the original foundation. A complete survey of the eighteenth-century grammar schools of England would entail the examination of about 700 schools, many of which have little or no record of their operation in the eighteenth century.

This article cites the story of the education of a member of the Stuart Family, the ruling family of Scotland and England. There was nothing in the boy's early years to suggest the fate which was coming to him. The boy, named Algernon Percy, was born on September 29, 1602, heir to what a Stuart writer justly termed one of the greatest families of Christendom. His father, Henry Percy, ninth Earl, Knight of the Garter, was among the richest of Elizabeth's nobility. His mother, Dorothy Percy, was the sister of the ill-fated second Devereux Earl of Essex. According to the author, the earliest years of Algernon's childhood must have been among the happiest of his father's entire lifetime. Northumberland did much to secure the peaceful succession of James of Scotland to the English throne in 1603 and he was rewarded with a position at Court, he became a Privy Councillor and Captain of the Gentlemen Pensioners, and with the favour of the King, who more than once visited him at Syon, an estate eight miles west of London which James gave him in recognition of his services. After several years, when Algernon became the Earl he was interested in developing education. In prescribing the curriculum of studies for a young nobleman, the Earl equally revealed the influence of the humanist movement upon him.

This article focuses on the Nuffield Science Project in Great Britain. The project aims to teach science as a method of inquiry; to encourage children to think critically; to popularize science; to let the child have the widest possible range of practical experience; and to provide a well-integrated experience. In the traditional British chemistry curriculum, the subject is taught for its own value as an academic discipline. This new curriculum takes a departure from the curriculum-oriented education to a child-process-centered one. The teaching of chemistry from the Nuffield science project approach draws a substantial amount of information from the industrial world.

The article focuses on the Canadian curriculum concept of science education in British and U.S. secondary schools. British and U.S. education does not have an equal effect on Canada's educational system. Canada's geographic proximity to the U.S. aided American influence. It is suggested that nations including either England and Wales or Canada should review not only their own history but also other nations' contributions to a discipline prior to innovation. Great Britain's history of science education has periods of distinct emphases which include education traditions such as laboratory-oriented science teaching and a high degree of subject specialization. With regards to U.S. science education, curriculum developments are readily available.

The article focuses on science teaching and the teaching of the essential mathematics for science in the United States and Great Britain. In studying the gap between theory and practice in the curriculum of mathematics and science, a thinker identified that revisions in curriculums are reforms which have nothing to do with the psychology of learning. Related to this concern, the contention of Piaget on cognitive development is considered. He identified five stages of cognitive development. These are sensori-motor actions upon things, contemplation about things, pre-operational actions upon things, concrete operations with things, and intuitive operations with things.

The article examines the nature of teaching chemistry and physics subjects in the Central Treaty Organization-member countries. The countries include Turkey, Iran, Pakistan, Great Britain and the U.S. Of the countries mentioned, Great Britain has the best developed science programs. The objective in teaching chemistry and physics in Pakistan is mainly to develop in the student appropriate scientific attitudes and abilities and to prepare them to specialize in the areas so they can continue their education in the colleges and universities. In Iran, the subjects are taught during high school which is divided into two cycles. The Turkish school system is similar in structure to those of the other countries. After finishing junior high school, the student may enter upper secondary or a vocational-trade block.

Almost all universities with accounting major programs are engaged in a sweeping overhaul of their curricula. The subject matter of each course is being carefully studied to determine how well it fulfills the objectives of the course. The objectives themselves are under close scrutiny. With this attention to the course objectives and content it is perhaps a particularly appropriate time to have a look at new developments in methods of teaching accounting. Significant developments are taking place in both methods of teaching and supplemental aids available for the use of the student. Some of the more important areas warrant our consideration. Business games, at their best, are simulations of business conditions which require a sequence of decisions from the players. Results of these decisions are fed back to the players through periodic financial and other reports, and new decisions are then required. Only incomplete information is available and decisions must be based upon anticipation of the probable result of both their own team action and that of competing teams.