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Presents updates on the field of gastroenterology in the U.S. as of January 1969. Schedule of meetings of the American College of Gastroenterology; Recipients of awards given by the college; Information on a postgraduate course sponsored by the American Gastroenterological Association.

For many years, the accounting professionals in the U.S. have recognized the need for the preparation required by accountancy students in the field of auditing, and conceived the idea of the link between theory and practice as a business clinic where students might work among the records of actual transactions. In 1914, Robert H. Montgomery, a professor at the Columbia University, New York City obtained a number of sets of used account books which formed the basis for the course of study which has been given since 1915, termed as the Auditing Laboratory. From time to time since, additional records have been obtained until at the present time there are approximately 100 workable sets of books of greatly diversified activities. Questions and problems, to be solved only by an actual examination of the books and other records, provide the basis of the student's work. This gives him a practical working test under conditions which very closely correspond to those met in actual practice. All through the work done by the student, the preparation and care of his work papers are carefully watched and criticized; the preparation of audit programs and the proper filing of work papers in the permanent and current files for the different engagements are also stressed. The Auditing Laboratory contains labor saving devices, such as adding and other computing machines, slide rule, etc., etc., in the legitimate use of which the student is urged to become adept.

The article discusses the works of Bernard F. Haley and Richard Ruggles on the curricula of economics as a discipline in undergraduate and graduate programs in the U.S. The author of this article feels that there is an omission from Professor Haley's remarks on the elementary course. Professor Haley says that few instructors in the subject are happy with the course as it now is. But he offers no explanation other than that of cultural lag and poor textbooks for this phenomenon. Since it is a rare institution in which a noneconomist dictates the content of the beginning course or the textbook used, the basic question which Professor Haley has not answered is why economists persist in their unhappy ways. Professor Ruggles' paper suggests an approach to the second stage in which economics faculties in the universities will no longer be interested in teaching advanced undergraduate courses since these must perforce be designed for students who either are not concentrating in economics or, if they are, do not plan to go into graduate work in the field.

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.

The article presents information about the Johns Hopkins University Seminar on "Operations Research." The direction of the Seminar has been transferred in the year 1956 from Operations Research Office to the Department of Industrial Engineering where it becomes one of a nucleus of courses offered to graduate students in the department. While this integration into the academic program can be expected to remove some of the traditional informality, this will be reflected in the seminar only in the order in which various subjects are taken up.

A list of educational courses related to science in various states of the U.S. is presented. The list includes Study Outlines for the English Year Science, Courses of Study in Biology, Elementary Science in the Elementary School Curriculum in Pasadena, Science Units Grade 6 in Shorewood, The Progress of Science, Courses of Study in Science for Junior High School in Malden.

The purpose of the present paper is to ascertain just what graduate courses in accounting are offered by the universities listed by the collegiate department of the United States Bureau of Education as giving graduate work in applied economics. In order to simplify the figures, no distinction is made between a term course and a semester course. Likewise, no distinction is made between courses given only to graduates and those given to both graduate and undergraduates; strictly undergraduate courses are ignored. Data presented in the article shows that the graduate courses in accounting are largely concentrated in the basic subjects. While twenty-one different accounting studies are given, 71.7 per cent of the courses are given in the subjects that a student already familiar with the elementary principles of accounting must pursue. In order to become a professional accountant; and although prospective Certified Public Accountants (C.P.A.) candidates form only a small portion of the total number of accounting students, it still is advisable to offer adequate preparation for the C.P.A. examinations. The relatively weak showing of the subjects not absolutely needed in the professional accounting curriculum is due to the fact that accounting must be studied in logical sequence.

The article presents information on the use of models as a valuable adjunct to learning and participating in the scientific enterprise. The American Association for the Advancement of Science (AAAS) has proposed the concept of models at the elementary level, integrating steps in learning the scientific approach. According to the AAAS the activity of model formulation should help to give the student a real "feel" for the potentialities and satisfactions of the scientific approach. According to the educator R.D. Anderson, a "mental model" is a theoretical form or structure which is hypothesized on the basis of observations of natural phenomena. The Physical Science Study Committee has described models as ideas, pictures, systems of concepts which describe the things one investigate. The construction of a physical or mathematical models is the creative heart of all science. A paper "The Scientific Approach to Knowledge" by the AAAS states that the best way to achieve the generalization and retention of "process" skills is to continue to provide for a kind of "process" emphasis in instruction. Students should be instructed in the scientific approach to the generation of organized knowledge.

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 discusses the paper from the Commission on Undergraduate Education in the Biological Sciences (CUEBS) Symposium held in the U.S. The paper focuses on the relationship between research participation and good teaching. The publication of CUEBS, "Biology for the Non-Major," has raised questions about the structure of a biology course intended for the nonmajor. It cites that the replies on the questions have been edited into a book to present several perceptions represented in the letters of respondents. The author also stresses that the same technique was applied to address the problem of the assumed relationship that exists between research participation and good teaching.

The article reports the author's opinions regarding the debut of marketing as an area of study in colleges and universities in the U.S. The author focuses on responding to claims that professor E. D. Jones was the first professor to teach marketing at an American University. It is suggested that professor G. M. Fisk was also a pioneer of business education when he began to teach marketing courses at the University of Illinois. The author goes on to discuss other marketing professors, including A. C. Miller and Wesley C. Mitchell. Marketing literature used by business teachers is also discussed.

This article focuses on several courses on public relations offered by various universities in the U.S. In the present paper, it is proposed to summarize course offerings in this field in the thirty-four universities with 5,000 and more students, in the thirty four colleges and universities which are members of the American Association of Schools and Departments of Journalism, and in seven other schools now offering "public relations" courses. Then, an effort is made to bring together what looks like the "best thinking" of teachers and practitioners on the construction of general and special courses in public relations and on the development of curricular recommendations for those looking forward to becoming public relations specialists. Even though the courses in "public relations" still frequently stress publicity and "opinion management" techniques to the exclusion of other aspects of a well-rounded perspective, the growing body of literature on public opinion, mass communication, and social action brings more and more emphasis to bear upon the subject as an applied social science course.

Objective examinations in accounting are a subject on which a good many people seem to have very definite and adverse, opinions. Perhaps the objective examination is usually thought of as consisting of a more or less formal list of true-or-false questions; and when the material of an accounting course does not seem to be particularly well adapted to this type of question, the conclusion is easily reached that the objective examination has little place in accounting. The object of this paper is, among other things, to suggest some of the possible forms that the objective examination in accounting may take in order to cure the difficulties of the true-or-false question. It may be that with adequate variety in the testing devices the objective examination may appear feasible as a testing device, if not positively desirable. An objective test in accounting has been defined as a test designed to cover a large amount of material, to have a large number of questions requiring very brief answers, the answers to each unit being the same for every student who answers the questions correctly.

A striking development has taken place in recent years in the growth and expansion of commercial departments in small liberal-arts colleges. As a result of this development many of these colleges have incorporated business courses. It is the purpose of the paper to examine the nature of this development and to indicate the place of accounting courses in the expansion of business curriculum. Accounting in a liberal-arts curriculum has had considerable discussion in recent years by men interested primarily in the teaching of accounting. It will be of interest to notice the relationship between the stated purposes of business departments in liberal-arts college and aims and purposes of the liberal-arts college itself. It is being recognized in a greater degree that courses in accounting and other business subjects meet the generally accepted purposes of a liberal-arts curriculum and in meeting the general requirements of the liberal-arts college by examining offerings of small liberal-arts colleges and noting the relative emphasis placed upon accounting courses in the curriculum.

The status of Quantitative Methods in business education is perhaps less "standard" and less understood than any other field. This is probably even more true at the graduate than at the undergraduate level. Courses which are normally considered to be Quantitative Methods courses are often housed in a wide range of departments. Some courses which would normally be classified as Quantitative Methods courses are also housed in colleges other than Business Administration. In order to determine the current status of graduate quantitative methods curricula in schools of business, a survey was made of the member institutions of the American Association of Collegiate Schools of Business. This paper presents the survey findings. [ABSTRACT FROM AUTHOR]

The article presents comments to the article "Elementary Science for a Changing World." In contrast to the previous article's concept about science talent, the author has argued that a science-talented child is a child who has received sufficient satisfaction from a certain kind of activity to participate in it more frequently and with more intensity than do most of the children in the same age group. Otherwise stated, he claimed that the provision of resources and direction of action are facilitated by the teacher, but the climax however is reached by the formation of a concept image as a result of the group dynamics. His emphasis on the role of parents in the child's acquisition of scientific knowledge concludes the article.

The article presents a study on the factor of change in science students in the light of their own academic preferences in a program of general education in the U.S. Questions have been frequently raised concerning the efficiency and the effects of actual process of change. Several attempts have been made to answer these questions, of which, one approach is discussed in this paper. Based from the results of the study, a possible explanation, which might account for the high achievement of non-science groups, as well as the relatively poor showing performance of science groups might possibly be found by an examination of the curricula in the respective areas.

The article presents comments of economists Lloyd G. Reynolds, Peter O. Steiner and Carey C. Thompson on various research papers related to economics education. A paper on programmed learning suggests that more information is needed about what students know about economics on entering college. But as the efforts of the Joint Council on Economic Education become more effective and economics penetrates the curriculum of teacher training institutions, more and more students will come to know what a trade union and a business corporation are. Another paper calls into the question about accepted folklore related to elementary course in economics. The implied solution is to use a programmed learning text along with the basic text in the early part of the course in order both to provide a more solid foundation and to free time for the application of theory to social policy. The tests of the efficiency of programmed learning are interesting and suggest a need for further experimentation and research. One test of success in the elementary course is whether, at the end of it, the student approaches policy questions a bit more like an economist, a bit less like a "layman."

The article presents information on the instructional methods used in graduate economics teaching in the U.S. There exists two different types of graduate education; the American undergraduate style consisting of a series of formal courses with systematic coverage of fields, specific assignments and frequent examinations, and the European style where a student has to satisfy only an examination committee at the conclusion of his studies. Graduate education in economics can be conducted by case method in instruction which makes students to deal with the real problems and understand the complexity of the real world. The law colleges, the Harvard School of Business, and the Schools of Public Administration has been following this method of education.

Discusses how student protests in the United States revolve around problems such as military research on campus, black study programs, curricula reforms, and the rules governing life in student dormitories. Consideration of the suspension and arrest of certain student activist leaders; Suggestion that a large majority of students are conservative, content, and apathetic towards their rights; Procedural due process in matters of discipline; Indications from a questionnaire that was sent to the department heads of art departments across the U.S.

The article presents a paper which was read at the Conference on Science Instruction in Elementary and Junior High Schools in the U.S. with a focus on a psychologist's counsel on curriculum design. It was speculated that there is no other discipline has been so profoundly concerned with its own basic philosophy or scientific rationale as has psychology. There was found to be a deficiency with psychologists who are educators, particularly in the college level. The accomplishment by means of the science curriculum is a change in behavior of human individuals, and this is the technical content of the discipline of psychology.

The article focuses on the significance of behavioral objectives curriculum in human relations in the U.S. to foster the exercise of free choice. The behavioral posture is associated with prediction and control over behavior. Nevertheless, there are only little considerations that have been given on the possible utilization of these techniques to help individual free himself and provide for self-direction. The author restricts his study within the bounds of a curriculum in human relations, with a behavioral frame of reference, whose primary objective is the development of teachers who can act freely and spontaneously with internationality. Internationality is best described behaviorally through the passive or active behavior of teachers. The curriculum of human relations described in this paper has a secondary objective, the direct instruction of teacher trainees in specific behaviors of human relations.

The article presents discussions by economists on some papers that are published in the May 1, 1953 issue of the journal "American Economic Review." The author in this article discusses economist Andrew Stewart's paper, which provides a survey and analysis of various curricula in agricultural economics in Canada and the U.S. The author states that he has only three comments to make concerning Stewart's paper. His first comment is designed solely to add emphasis to an important point made by Stewart. He states that one of the main failings in teaching economics to students of agriculture who do not intend to specialize in agricultural economics is that no clear concept of the general significance of the main body of economics is specified and made understandable to such students. Economics is essentially a study of alternatives, economics provides a system of thought within which alternative actions may be compared and appraised. This is, he believes, the unique contribution that economics can make in the education of the student who does not plan to major in economics. The author's second comment relates to Stewart's preference for the incorporation of the agricultural college within a university rather than the creation of a separate institution.

The article provides forecast in science teaching in the U.S. According to the author, the future welfare of any nation is dependent upon the segment of its population who is competent in science. In order to be competent in science , one should master the facts, principles, methods and skills of the sciences to the extent that he will go further to do research. The author suggest to redesign the high school curriculum in science in terms of the spectrum of ability found in the modern high school to encourage capable students to take on pure science. A two-track system will be used which will enable the gifted to pursue the sciences more extensively than their contemporaries of less ability.

The article presents developments related to education in the U.S. It reports on the announcement by the School of Public Relations and Communications of Boston University in Massachusetts, towards the establishment of a Communication Research program leading to the degree of Master of Science in communication research. The program is open to students with a bachelor's degree from an accredited college, upon approval by the faculty of the new division. The curriculum will embrace both course instruction and participation in communication research at the school's Communications Research Center. In yet another development, the Bureau of Applied Social Research, Columbia University has announced the completion of a study entitled "Evaluating Programs and Personnel Overseas: A Review of Methods and Practices." While, the University of Illinois has announced the establishment within the Marketing Department of the College of Commerce and Business Administration of the W. Burton Lord Memorial Fund, which will provide fellowships and grants for graduate students in advertising and marketing. The fund has been provided by the Midwest Pharmaceutical Advertising Council.

The article offers information on the feedback of two students on a society-oriented biology course in the U.S. Mathematics major Richard A. Hosley II reveals that after their careful examination, their main positive feedback of the course include better social conditions, medicines and food. He reveals that the negative feedback include slum, disease, starvation, emigration, and birth control. Moreover, education major Sherran Franze asserts that the most serious nutrition problem is protein deficiency which is suffered by 30% to 40% of the world's population.

The growing recognition of the need for humanities taught in schools of medicine is affecting acquisitions policies of medical libraries. This paper presents results of a survey conducted in various medical school libraries to evaluate the availability of humanities literature in their collections.

The article discusses the proposed future science curricula and teacher training for high schools in the U.S. The second generation of science curricula puts emphasis on the interdisciplinary approach to science teaching, issue-oriented, and stresses attitudes and values. A curriculum-proof teacher and emphasis on both affective and cognitive domain are suggested for the new curricula. Retraining and reorientation in teacher preservice training, and change in the in-service training programs would be an immediate major tasks which should be undertaken to bring about the said change in the curricula.

This article focuses on how electronic data processing (EDP) auditing topics can be introduced in accounting curricula in the U.S. Members of the American Accounting Association's Committee on Accounting Education and the American Institute of Certified Public Accountant's Computer Education Subcommittee formed a Task Force to review the emphasis of EDP in an undergraduate auditing curriculum. The members concluded that, in general, there appears to be a minimal amount of study related to EDP in undergraduate auditing courses. It was also noted that even where there was exposure, for example through an "Introduction to Data Processing" course or a COBOL or FORTRAN programming course, there was little or no orientation as to the effect of EDP on auditing. One indication of the lack of emphasis on EDP in auditing courses is the limited EDP coverage in popular auditing textbooks. Three leading auditing textbooks devote only few pages on EDP auditing. There are not only few pages on auditing in these texts, but the topic of EDP auditing is treated as separate subject matter.

One of the authors has written articles for this journal in the past where he gave what he felt were minimum academic, psychological, mental, and physical qualifications for local law officers. In addition, he suggested at that time two years of police science education be a minimum requirement for those who enforce laws on a face-to-face relationship (since then he has reason to feel four years of education should be a minimum). Furthermore, he believes that a minimum four years of education in law enforcement would be necessary for Police Administrators, and Police Specialists,and even the bare minimum of two years preparation would have to be raised in the future, but is a good starting point. His suggested proposal for the certification of local law officers was designed as one way that a framework for eventual professionalization could be devised, however, he felt that others were available and possible. This paper is written in the hope of encouraging local police enforcement officials in petitioning their elected officers, and community and state leaders to institute police science curriculums in state supported higher institutions. Although one of the most important phases of police science education would be for the education of local enforcement officials, these programs can easily be expanded to include probation, parole, penology, and social work among others. In addition, the two year police science program in the junior colleges should be coordinated with the four year programs in the degree-granting four year institutions so that a person who cares to receive a B.A. or B.S., M.A., or even a Ph.D, degree may do so. If local law enforcement is ever to become a true profession it must develop academic and other standards and must regulate its membership. In order to develop academic standards it must have curriculums designed for these standards. If schools do not exist, it is imperative that they be set-up. Since leadership must always originate fr... [ABSTRACT FROM AUTHOR]

There is a healthy difference of opinion concerning the scope which may justly be assigned the accounting courses of a well-integrated collegiate curriculum in business administration at both the undergraduate and at the graduate levels. There are clearly discernible trends of emphasis among the offerings of the collegiate schools of business in the United States. Although educational forces may be detected and projected into the future with questionable accuracy, it is possible to secure some guidance in accounting curriculum policy-making by an exploratory survey of current conditions. Interpretive observations of any great validity must await a full-scale research endeavor aimed at the renovation and refurbishment of the accounting curriculum in the light of reliable evidence that such changes would be justified by sound educational aims. This paper is an attempt to "sift out" some of the educational forces which have formed our accounting curricula of the past and which may be expected to shape the developments of the future. An important set of forces is contributing to the development of the field of administrative accounting and may be expected to affect the basic curricula of our schools of business and industrial administration. There is considerable apparent argument concerning the degree of emphasis which should be assigned the currently basic segments of the administrative curriculum. The liaison (and the quality of the relationships) between the staff of the divisions of marketing, finance, management, economics and accounting often has an important bearing upon the content and scope of the accounting courses which will be offered by the accounting division.

Intelligent consideration of the variety of techniques available for the purpose of testing a person's understanding of a subject presupposes agreement with respect to the nature of the accomplishment expected from its study. Since it is the purpose to review the methods, which may be used to examine students in courses in advanced accounting, it is essential, therefore, that accounting teachers be clear about what they expect such students to have gained through their study. It seems obvious that a person who is pursuing an advanced course in any subject may be presumed to have successfully completed work that is not only preliminary but also prerequisite to it. Even in an elementary course there must be stages of progress, and it is doubtful if universal agreement could be obtained concerning the exact altitude of the plane that separates an advanced course in accounting from an elementary one. It is logical to expect more ground to be covered in a six-hour course than in a four-hour course; on the other hand, the coverage in the six-hour course may be no more extensive, but merely more thorough within a given range than in the four-hour course.

This article reviews several papers on the future of curriculum research in the U.S. The most promising research study under way in terms of its implications for curriculum planning and developments is Project Talent. The project was significant to curriculum planning and development. The reviewers found out that most of the studies were just replicas of old research. The authors have identified some research believed to have extreme significance for the planning and development of classroom experiences, a major element of the curriculum.

This article focuses on recent research that gives information about the four areas that influence curriculum decisions in the U.S. The four areas are the characteristics of learners, the process of learning, the effects of different tasks and methods, and the definition of various skills and abilities than can be viewed as outcomes of school learning. The distinction between social and psychological forces is arbitrary at times. The forces were classified as psychological within the framework of the alternative organization.

This paper discusses the role of organization of instructional materials in designating the sequence in which educational experiences unfold during the process of learning in the U.S. Instructional materials have commonly been organized by subjects within which the chronological and logical sequence determined the order of development. The education planning committee believes that it is desirable to organize the general program around certain life problems. However, these problems can be developed most effectively within certain large learning areas namely language arts, social studies, mathematics, health and physical education, nature sciences, practical arts and fine arts. The author claims that organization of learning experiences that disregard subject lines is probably the most recent innovation. Moreover, The Research Division of the National Education Association, in response to the questionnaires sent to them by a number of secondary-school principals, emphasizes on the implementation of enriched programs of school activities for superior students and the material should not be merely for average students but mainly the kind that will deepen and strengthen students' understanding of the world.

The paper presents the data gathered in three studies made of the curriculum in sociology in white and Negro colleges and universities, teachers' colleges and junior colleges in the States east of the Mississippi River and south of the Ohio and Potomac Rivers. The first part is based on a study of the catalogues of 102 colleges and universities, slightly more than one-half of the accredited institutions in this area. An analysis is made of the colleges offering a major in sociology, the catalogue hours listed in sociology, and the educational background of the sociological faculty. The second part is based on a study of 60 catalogues of four-year colleges in the same region and summarizes data with respect to the college year in which the courses are offered and the prerequisites which must be met before they can be taken. The third part analyzes the replies of 39 heads of sociology departments in the south-eastern States' to questionnaires sent out in November, 1944. The college catalogues analyzed were those for the school year 1940-41, which was considered to be the last normal year prior to the war.

The article examines the curriculum for the talented student in biology in the U.S. A curriculum for the talented student in biology is one that provides a variety of environments and learning experiences through which the student may explore his interests and be stimulated to capitalize on his native abilities. Talented students in biology require guidance and inspiration from well-trained, enthusiastic, dedicated biology teachers. The total curriculum for the talented biology student is one that is well-balanced in the humanities. The curriculum includes at least one year each of chemistry and physics, a minimum of three years of mathematics, some shop experience to acquire skills in the use of tools and machines, and training in mechanical drafting.

The article discusses the integration of natural science courses in school curricula in the U.S. The integration of science courses is relatively easy provided that the scope of the course is not too great. However, the integration does not have a single concept under which the concepts and theories can be classified, thus, teaching integrated science courses would create a different teaching approach or methodology for every subject matter. The second alternative and attempt to integrate the diverse sciences is at the Michigan State University, where results of the integration proved that there is a little connection between sciences. However the problem lies within the fact that mathematics has always been a huge factor in science, it is therefore difficult not to include the subject in the integration.

The article presents the result of a project aimed at producing a syllabus in biology for general education, based upon previous investigations and current judgments from various leaders in the area of general education and in the biological sciences. The syllabus contains forty-two principles of biology. For each principle there is a list of several criteria of general education. Specific readings were suggested for each principle in order that students may obtain a better understanding of biology.

This article discusses various issues related to teaching of the Family course in the American colleges. Sometimes it seems as though the Family course is misnamed since the study usually concerns marriage interaction and a second course entitled Child Welfare explicitly deals with children. In 1936 Cecil Haworth in "Education for Marriage Among American Colleges" found that 403 of the 465 member institutions of the Association of American Colleges had courses on the family. In the same year Gilbert F. Wolters made a study of 150 Catholic colleges, 58 of which offered a course on the family. Thirty were colleges for women, and twenty-eight were colleges for men. When the course was given in the sociology department, the emphasis was on the history, form, functions, and problems of the modern family as a social institution. Six colleges, three for women and three for men made the Family course compulsory. In her thesis on "A Program for Home and Family Life in Catholic Liberal Arts Colleges for Women," Mary Saint Leonard held that the content of the course should include philosophy of family living, present economic and social conditions and ideals of the American family.

The article presents the author's views on the need to make changes in the social science curriculum of the U.S. schools. The author suggests that a vitally new and different social order is needed for new generation. The social studies are not scientific in their approach or analysis but living social experience has its own scientific implications and interpretation. The author suggests that a broad integrated type of educational program should be encouraged in social sciences and not just a disjointed and unrelated series of isolated and unrelated units of subject matter.

The article focuses on an educational device called study outline that can create real interest in physics for the U.S. high school students. Problem-solving attitudes can be created without lowering the standard of scholastic achievement. The study outline is used to get superior results in factual learning, broad conceptual learning, interest and other desirable mental habits and attitudes. The study outlines contain mimeographed assignment sheets covering the whole physics course. The study outlines are unique in that they combine the use of direct questions with the outline idea. The questions are arranged in outline forms so as to show their relationship to each other and to the subject as a whole. The subject matter of physics was grouped into eight units roughly in the practical construction of the study outlines.