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At Northport High School, New York, the subject of human rights is dealt with in a tenth grade European Cultures Studies course. The ten week unit treats the concept of human rights as well as historical and current cases focusing on basic liberties. As students study the individual cases involving human rights, they delve into the political and social background of the country involved. Students compare similar situations in history and literature and further explore issues in small group discussions of readings. Each student is required to write a thought or reaction paper as the culminating unit activity. To add a personal experience dimension to the curriculum, extensive use is made of resource speakers including political and governmental experts, representatives from social action and religious groups, and local teachers. Student involvement takes the form of school-wide programs and displays, taped interviews and correspondence with experts in the field, participation in local social action projects, newspaper writing, and fund raising. Students are evaluated by traditional testing methods as well as by individual assessment of interest and motivation level. (Author/KSM)

The Skyline Center in Dallas, Texas, a high school which provides career development in professional fields, offers students a solid knowledge background in addition to some firsthand work experience. The school is organized on a cluster basis, with three hours per day spent on one of the 28 career clusters and the remainder in regular class schedule. The Advanced Social Studies Career Program serves as an example of an academic cluster for students interested in a social science career in areas such as psychology, political science, or social science education. Approximately 100 grade 10-12 students participate in the two-year program. The first year introduces students to a broad base of psychological and sociological concepts. Specialization begins in the second year when a specific career area is chosen and a self-directed curriculum is designed. Most students elect to do field work and spend one to four days a week at their position. Work placements have included the police and planning departments, creative learning centers, mental health clinics, social welfare agencies, schools and law-related agencies. Evaluation includes letter grades as well as a subjective judgement by the learning directors. Staff and students testify to the value of this type of learning experience. (Author/KSM)

Social studies teachers in Liverpool, New York, furnish their students with significant cultural experiences by a strategy called total immersion day. Two middle schools organized this experience by having grade six students examine a particular area, its geography, history, culture, and politics. The culminating activity of the study unit, an activity day, is designed to allow investigation of all aspects of the culture studied -- the politics, work, food, and fun. A six to eight week study unit for the sixth grade classes provides the geographic overview, historical summary and information on social, economic and political organization of an area such as the Middle East, incorporating current events from newspapers and magazines. Each sixth grader is required to complete a special project which is graded and displayed on immersion day. Costumes representative of the chosen culture are judged, along with typical food prepared for a bazaar. Immersion day itself involves a composite of academic and fun activities, classroom and media presentations. Each student completes a questionnaire evaluating immersion day. Preparatory work and the new experiences of immersion day foster appreciation of a different way of life and insight into a foreign culture for teachers and students involved. (Author/KSM)

A corporation, complete with stockholders, which designs, manufactures and merchandizes products is a business like many others, except that its members are eight to twelve year olds in Anchorage, Alaska. An open-structured elementary school, grouped into six teams of children from four grade levels, operates with teams of teachers employing individualized programs. A new approach to learning, necessitated by a group of students unsuccessful in traditional programs, was developed to emphasize practical learning and relevance to daily life by centering on a classroom business. Students prepare the materials, produce clay items and hand-painted note cards, and sell them for profit. The business is the basis for teaching fundamental academic skills: math skills are learned as needed for business operations; language skills are taught constantly through report writing, advertising, and the like; oral skills are improved through contact with community resource people; research techniques are developed as students seek information on purchasing supplies or marketing their products. Results show continued group enthusiasm, improvement of student skills, and considerable personal growth in the children's communication skills. (Author/KSM)

In Parcells Middle School social studies students in grades seven and eight select a six-weeks course of study from the slate of classes available out of the forty developed around the areas of geography and United States history. Development of these units is based on the following principles: an open-ended, self renewing curriculum; the rights of youth in education; the legitimacy of different learning techniques for different children; the importance of making learned skills adaptive; the responsibility of schools in attitude formation; relieving teachers of the burden of having all the answers; and nongraded education. The elective program allows for selection of a particular course or an independent study as well as of a particular learning plan within the course consisting of a variety of learning activities in each plan. The program requires new uses of old space, a flexibility of programing that allows teachers to work alone, as teams, or as resource personnel, students contracting for the completion of courses, teachers acting as resource or planning agents, and a well-equipped multimaterials resource center complementing the move away from a one textbook format. (JH)

The idea of computerized car pooling originated in an American Contemporary Issues class at George Washington High School in Denver, Colorado, in the fall of 1973 when a fuel shortage was imminent. The students saw car pooling as a way to take effective action and, with the expertise of a computer math class, devised a program capable of delivering information that matched students living near each other and attending school at the same hour. Although the student population did not respond as eagerly as hoped, the working community of Denver did, when newspaper, radio, and TV exposed them to the program's potiential. Response was great enough to require an Action Office and briefing teams of students to describe the program to the interested firms. City, state, and Federal governments also saw the potential of the program. At George Washington the experience brought self-confidence to those students involved, an interdisciplinary togetherness to the teachers, and a new reputation to the school as a viable institution for education. (JH)

The cultural approach to the teaching of social studies program for the seventh grade level was developed by the teachers of Montgomery, Alabama under an ESEA Title III grant. Major objectives of the program are to stimulate students to develop an awareness of their place in history by studying the cultures preceding them, and to encourage students to develop a method of analyzing cultures which would enable them to systematically appraise any society. Each student is provided with a student learning unit containing many resource materials. After gathering data through the use of readings and audio-visual materials, the student interprets and uses the data in many activities such as simulations, individual research, oral reports, and dramatic presentations. The curriculum begins with a study of the culture, community and history of Montgomery, Alabama, and then takes up tribal man and proceeds chronologically from that time forward. All major world cultures are included. The method of analyzing each culture, a three-step process, involves the student in locating the culture geographically and placing it in a time perspective, overviewing the culture and determining its principal characteristics and unique qualities, and examining the social, economic, political, religious, aesthetic, and intellectual aspects of the culture. Evaluation results indicate a larger gain in social studies knowledge for cultural approach students. (Author/RM)

The brochure describes an eleventh and twelfth grade interdisciplinary course in environmental education taught at Lansdowne Senior High Baltimore, Maryland. The major objective of the course is to create realistic awareness of environmental conditions. Teaching techniques used include individual and group projects, which are determined by students and teachers for each term. During the three years the Society, Environment, and Science (S.E.S.) course has been taught, the following individual requirements have been agreed upon by students and teachers: 1) to work within the framework of an individual committee; 2) to be responsible for reading of germane books and articles; and 3) to construct case studies involving situations within the environment. Committee areas from which a student can choose are air, water, population, survey, commercial law, and public relations. Each committee must make an audiovisual presentation concerning an environmental situation, invite a guest to speak to the class about an environmental concern, plan a field trip to a place having environmental interest, and conduct a study of a laboratory community within the framework of the committee purpose. The committee presents a final community report, which is oftentimes circulated to citizens of the community. The most important accomplishment of the S.E.S. program is increased awareness of environmental concerns among the young people. (Author/RM)

A prescriptive teaching program developed by the teachers of Madison Elementary School, Fargo, North Dakota, is described in the brochure. The students are from low income families; the majority of the teachers have received their training at the New School of Behavioral Studies, University of North Dakota. In determining what is best for each child the staff has four goals: 1) to develop a positive self-concept; 2) to develop enthusiasm for learning; 3) to develop a self-reliant, self-motivated, independent pupil; and 4) to develop personal responsibility. Teachers assess each student's learning skills and learning styles, and then use this evaluation to design a program for the child. The curriculum consists of teacher developed learning packages. The teacher chooses the package which best fits the student's needs. This basic instruction is supplemented by activity-oriented learning centers: the students choose activities and keep their own record of the work they do in the centers. The student's work is evaluated and new directions in his program are decided upon in a weekly conference between each student and his teacher. Because of the importance of the teacher role in the Madison program, continual teacher training is provided. With the new learning climate, attendance has improved, and many more Madison students are going on to complete junior high and high school. (Author/RM)

A junior high school geography class in La Palma, California, offers extensive field trip experiences to teach students methods of historical-geographical research. Resulting from a course that develops research methods in social studies, a club was formed that provides overnight excursions in various field activities. The club is open to 9th and 10th grade students who have completed prerequisite course offerings that provide background in the fundamentals of historical research. Through the use of primary and secondary source materials, students develop skills in map and chart reading and interpreting survey reports and aerial photographs. Members of the club apply this knowledge while participating in field expeditions that can last from a 3-day weekend trip to 11-day outings during long school vacations. In the field, students learn the techniques of historians, geographers, archaeologists, and geologists in identifying geological landmarks, looking for historical artifacts, and surviving in primitive conditions. One such activity allowed the students to spend a week at Fort Bridger, a nearby community resource, living as much like the original poineer inhabitants as possible. Students keep accurate logs of their activities and findings. Evaluation is based on students' written reports and overall performances. After completing the course students view social studies as a vital, living study and better understand the importance of cooperation and working together. (Author/JR)

Realizing that all students have to deal with death at some time, yet receive no formal education in the subject, Alex Kramer, a high school teacher at Moon High School, Corapolis, Pennsylvania, decided to create a program which would give students an opportunity to study death and the process of dying as integral parts of life. Kramer's goals, designed for his behavioral science class of juniors and seniors, are to promote realistic attitudes about death and to dispel myths and fears associated with it. To achieve these objectives, death is studied from several perspectives. Students are visited by doctors, nurses, ambulance attendants, and a mortician, all of whom deal with different aspects of death. They read letters from wartime soldiers who faced the probability of their own death daily. Students tour cemeteries, hold class discussions on topics such as euthanasia and cryonics, and answer questionnaires on their own religion's response to death. To evaluate his class, Kramer requires his students to answer a questionnaire. It reveals that by treating death as a fact of life students fear death less and appreciate life more. (Author/CF)

Since 1971 Edison Junior High School in Janesville, Wisconsin, has developed and used an innovative social science curriculum for junior high students. Process of the Social Scientist (POSS) is a 2-year program for the combined sixth/seventh grade which places primary emphasis on the process used by working social scientists rather than on the content of the discipline. POSS stresses methods, techniques, and ways of thinking, rather than names, dates, and places. Students study geography, history, and political science in their first year, followed by anthropology, sociology, and economics in their second year. The History, Anthropology, Sociology, Political Science, Economics, Geography (HASPEG) curriculum is the POSS counterpart for eight graders. The HASPEG curriculum centers around short study units, each dealing with a topical problem or concern emerging from one of the disciplines. The entire program incorporates the innovative teaching concepts of team-teaching, multidisciplinary studies, contract learning, miniunits, teacher-developed curriculum, and process learning. Teacher and student response has been enthusiastic as many students feel that the curriculum is more interesting and helps them to remember more. (Author/DE)

As part of the Atlanta Public School System, the Downtown Learning Center (DLC) uses personalized learning contracts to thwart potential dropouts and classroom troublemakers. Voluntary admission, screening by a student/staff committee, and parental approval precede the general agreement which details school attendance and work commitments. In addition to developing non-traditional learning programs, the staff members assume administrative tasks. Although the student is not confined to courses within the DLC, he must negotiate a contract with a teacher for each course. The contracts specify requirements for credit, allow for substitutions and renegotiation, and obligate the instructor to provide the necessary instruction and materials. Since contracts are written with passing letter grades or credit, there are no failing grades, just uncompleted work. The DLC encourages personal growth and acceptance of responsibility in addition to academic progress as exemplified in the sample social studies contracts presented in this profile. Four general conditions prefacing all social studies contracts and other examples of contracts in political behavior, Georgia cultures, and psychology are provided. The DLC places those who are unable to cope with the program in other schools or jobs. Originally short term placements were envisioned, but most students remain at the DLC until graduation or vocational placement. (Author/EC)

A student program to combat chronic absenteeism, suspension, and behavior problems was implemented in September, 1972, at Memorial Junior High School in San Diego. The major aim of the program is to develop a small school environment to foster the growth of the whole student. Objectives focus on helping students develop a positive attitude toward school, helping students and teachers develop improved interpersonal relations, and improving academic achievement. The school maintains 300 students and has its own staff and schedule. The staff adopts a "head-on" approach to problems, offering comprehensive testing programs which help teachers identify the academic needs of individual students. Seminars and simulations are used to deal with problems. Student centered curriculum motivates students toward academic achievement, involves students in activities, and, moreover, offers some opportunities for decision making. The school curriculum, based on interdisciplinary studies developed by the staff, centers on three themes which were suggested by an initial survey of student needs and interests: A New Dimension, The Personal Side of Living, and The World of Work. After two years, teachers are pleased with the flexibility and general results of their curriculum; results of achievement tests, to date, have been inconclusive. Future plans for the school include more individualized instruction and an expansion of the human relations program. (Author/JH)

Fractionation of buttermilk phospholipids on silicic acid columns gave a cephalin (mixture of amino-N; phospholipids) fraction, in which approximately 29% of the total fatty acids were saturated, and phosphatidyl choline, in which approximately 57% of the total fatty acids were saturated. The main difference between the fatty acids of the two phospholipid fractions was in the proportions of palmitic and oleic acid; a further difference was the predominance of the polyenoic acids in the cephalin fraction. In phosphatidyl choline, the ratio of unsaturated to saturated fatty acids in the α′-position was 0.54 and in the β-position, 1.05. Although the nature of the fatty acids present in minor quantities in lecithin and cephalin was very different, the positional distributions of the major fatty acids common to both phospholipid fractions were similar. Oleic and palmitic acids together contributed almost identical proportions to the α′ and to the β fatty acids in both the cephalin fraction and phosphatidyl choline. These two acids comprised 61% of the total acids in the cephalin fraction and 66% of the total acids in phosphatidyl choline. In both the amino-N and choline glycerophospholipids, most of the stearic acid was in the α′-position; whereas most of the dienoic, trienoic, and polyenoic acids were in the β-position. It has been found that the unsaturated acids are less randomly distributed than previously reported for milk glycerophospholipids, but are more randomly distributed than in many other mammalian tissues.

The article explores on various issues concerning castration and sex crimes. The matter of crime and sex crime has received more publicity than ever before. Such also implicates that criminals are getting degenerate and brutal. Not even jail sentences were able to solve the problem. Aligned with the effort to resolved this gruesome societal problem, the researchers presented castration as a remedy. A certain Doctor Pilcher first received the idea that castration might help control excessive masturbation and pervert sexual acts. The researchers cites several cases where castration as a punishment was implemented. Results indicated that castration refrains sex criminal from doing anti-social acts and committing social crimes.

The article discusses the castration in the mentally deficient as a surgical problem. An analysis of the castration reveal that it is the easiest surgical procedure in the mental deficient. Operation on the testicle should be placed in the same group as operations on the ovary and other glandular surgery. General behavior after castration is much improved. There is little change in the tendency to develop psychosis.