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Although many studies demonstrate that online education is as good as face-to-face education with regard to learning gains, course grades, and other near-term metrics, there is a major gap in exploring the long-term outcomes of online vs. face-to-face education, particularly in STEM programs. In this study, the effect of course delivery method on the long-term academic success of B.S. graduates was tested by comparing two similar life sciences undergraduate programs at the University of Florida. The Microbiology and Cell Science program teaches all upper division lecture courses online while the Biology program teaches nearly all of its upper division courses face-to-face. Graduate degree outcomes of 4978 students who completed their B.S. degree from either program (2011–2018) were determined using StudentTracker from the National Student Clearinghouse. The percentage of graduates with any doctoral degree (M.D., D.O., Ph.D., or other) did not differ. However, a significantly higher percentage of Microbiology and Cell Science graduates completed a Ph.D. or master’s degree compared to Biology graduates. Thus, online delivery of upper division undergraduate courses had no adverse effect on the future academic success of these students.

The optical super-resolution technique DNA-PAINT (Point Accumulation Imaging in Nanoscale Topography) provides a flexible way to achieve imaging of nanoscale structures at ∼10-nanometer resolution. In DNA-PAINT, fluorescently labeled DNA “imager” strands bind transiently and with high specificity to complementary target “docking” strands anchored to the structure of interest. The localization of single binding events enables the assembly of a super-resolution image, and this approach effectively circumvents photobleaching. The solution exchange of imager strands is the basis of Exchange-PAINT, which enables multiplexed imaging that avoids chromatic aberrations. Fluid exchange during imaging typically requires specialized chambers or washes, which can disturb the sample. Additionally, diffusional washout of imager strands is slow in thick samples such as biological tissue slices. Here, we introduce Quencher-Exchange-PAINT—a new approach to Exchange-PAINT in regular open-top imaging chambers—which overcomes the comparatively slow imager strand switching via diffusional imager washout. Quencher-Exchange-PAINT uses “quencher” strands, i.e., oligonucleotides that prevent the imager from binding to the targets, to rapidly reduce unwanted single-stranded imager concentrations to negligible levels, decoupled from the absolute imager concentration. The quencher strands contain an effective dye quencher that reduces the fluorescence of quenched imager strands to negligible levels. We characterized Quencher-Exchange-PAINT when applied to synthetic, cellular, and thick tissue samples. Quencher-Exchange-PAINT opens the way for efficient multiplexed imaging of complex nanostructures, e.g., in thick tissues, without the need for washing steps.

The present article considers the association between formative and summative assessments, or assessment for learning and assessment of learning. Using data from 14 physics courses in a pre-university science program from winter 2013 to winter 2017 (N = 470), we sought to understand whether outcomes of formative assessment were related to the outcomes of summative assessment. The findings reveal a strong association between formative assessment (unit tests average) and summative assessment (final exam) and final grade, and indicate that the unit tests are strong predictors of final exam scores and final grades. However, there was only a significant, albeit small, effect between test 1 and final exam. While providing evidence that formative assessment techniques are a good indicator of how well students will perform overall, it is unclear that the unit tests contribute to improving student performance. Thus, unit tests alone appear insufficient to improve performance; students must also be provided with the means and the guidance to properly apply the feedback to improving their performance.

The maturity and development of students in baccalaureate degree programs has long been of interest to education research, but a focus on their ability to adapt to and transition between programs of study has only recently emerged. As more students with disabilities arrive in postsecondary classrooms, an improved understanding of the factors that contribute to their academic performance is warranted. For this study, the Grasha-Riechmann Student Learning Style Scales (GRSLSS) survey was administered to deaf, hard-of-hearing (DHH) and hearing students in an introductory baccalaureate biology course. This survey measures six different classroom-learning styles: Independent, Dependent, Avoidant, Participant, Collaborative, and Competitive. The DHH student sample included two distinct groups: those admitted directly into a baccalaureate science program and those who first enrolled in a science-focused Associate of Applied Science (AAS) program specifically designed for DHH students who were not fully ready academically to enter a baccalaureate program upon their original admission to the university. Correlation of students’ Grasha-Reichmann learning styles scores, hearing status, year level, and composite ACT score with first-term and full-year General Biology GPA was investigated. Analysis of statistical results shows that a student’s composite ACT score significantly predicts earned General Biology grade while the GRSLSS Competitive and Dependent scores have smaller but statistically significant impacts; Competitive is a positive predictor, and Dependent a negative predictor. Student hearing status and year level in college are not significant predictors of earned GPA.

The Clean Air Regulatory Agenda (CARA) Mercury Science Program was developed to provide scientific information to support regulatory activities and accountability pertaining to atmospheric emissions of mercury in Canada. The first phase of the science program, entitled "Setting-the-Baseline", sought to achieve the following: identify key indicators of the state-of-the-Canadian environment with respect to the transport, fate and effects of mercury; define these indicators; and, understand the processes that relate these indicators to anthropogenic emissions of mercury. To achieve these outcomes, a consultative process was used to identify the scientific needs of the agenda for mercury; understand Canada's scientific capacity; and, develop a plan to fulfill these scientific needs. The science plan that emerged from this process was structured around the themes of atmospheric monitoring, landscape-based risk assessment, ecological risk assessment, ecosystem modeling, and trends. Implementation of the science plan necessitated a multi-disciplinary and extensively partnered program. To date, the CARA Mercury Science Program is producing coordinated science at the national-scale that aims to directly assess the effectiveness of the CARA for mercury and for many of Canada's other mercury-related policies.

This study investigated a gap that may have existed between students’ expectations and perceptions of the 2007 Pre-Entry Science Program (PESP) cohort at the National University of Lesotho and factors that might have influenced these expectations and perceptions. Questionnaires and semi-structured interviews were used for data collection and administered to students participating in PESP. The gaps between expectations and perceptions that existed were measured using Cohen′s effect size. A large effect size was found for the ability of presenters to give students a good grasp of concepts within the subject area. Factors that seem to have influenced the students′ expectations and perceptions were identified as students′ background knowledge, previous experience, informal communication, and individual needs. Suggestions made to narrow the gap include knowing students′ expectations at the beginning of the program and then making a conscious effort to meet them.

The study described in this paper examines the procedures used in the identification of the broad and complex factors influencing science curriculum delivery in francophone‐minority settings where the teaching of science is the responsibility of non‐specialist science teachers. Furthermore, it describes the processes involved in the development and validation of an evaluation instrument, the Science Delivery Evaluation Instrument for Francophone‐minority Settings (SDEIFMS), used to identify factors influencing science program delivery. The study begins by exploring the themes generated from several qualitative studies pertaining to the phenomenon of science delivery in francophone‐minority settings in Saskatchewan and Manitoba. Subsequent to this, quantitative procedures used to develop and validate the SDEIFMS are presented. Finally, practical applications of the SDEIFMS as a part of an ongoing CRYSTAL initiative are also discussed.

VERITAS, the Very Energetic Radiation Imaging Telescope Array System, is a major new ground-based observatory for studying nonthermal astrophysics in the gamma-ray band above 100 GeV. Stereo observations with the first two of four telescopes began in March, 2006 at the Fred Lawrence Whipple Observatory in southern Arizona, USA. Construction and commissioning of the remainder of the array has taken place during the Summer and Fall of 2006, in parallel with engineering and science observations by the first two telescopes. We present the performance of the VERITAS telescopes during this commissioning period and discuss the key science program planned for VERITAS during the first two years of routine array operation, beginning in March, 2007. This program includes a sky survey in the galactic plane, observations of SNRs and PWNe, studies of TeV-emitting AGN, and a search for dark matter.

In this paper, we are interested in the emotional responses of teachers in the context of a reform effort, and our study is oriented toward describing the significance of these responses with respect to the space teachers create to deal with reform in their school. Our interest for educational reform incorporates and builds on the work of spatial theories and theories of emotions in education, and most notably the work of Andy Hargreaves whose conceptualization of ''emotional geographies'' provides an insightful link between emotion and space. This is done through a 2-year ethnographic study with six teachers that were involved in science program restructuring in their school. In this study, we explore three aspects of the spaces for coping with change that were created by this group of elementary teachers: (1) time and space as sources of social and emotional support; (2) teacher collegiality and trust; and (3) teachers' moral values and concerns. Finally, this paper explores the implications for practice and policy from the development of spaces for teachers to process their feelings about change.

National universities and national laboratories in Japan are changing quite rapidly and drastically. National universities are not directly under the Ministry of Education, Culture, Sports, Science and Technology (MEXT) after April 2004. Many national laboratories became Independent Administrative Institutions on October 1, 2003. Japan Society for the Promotion of Science (JSPS) supports Japan-India Cooperative Science Program with the Government of India, Department of Science and Technology.

Partners in Science is a cooperative program between Boehringer Ingelheim Pharmaceuticals, Inc. and area high schools in the community surrounding our Connecticut campus. It is a two-phase program that introduces high school students and teachers to the world of drug discovery and leading-edge pharmaceutical research. Phase 1 involves a series of lectures, tours, and demonstrations given by scientists within our research and development division (R&D). Phase 2 involves the selection of a small group of participants to intern for the summer in a research laboratory, working side by side with a scientist within R&D. In this manuscript, the specific aims, goals, and development of the Partners in Science program are described, as well as the syllabus/agenda, the logistics surrounding the operation of the program, and our shared personal experiences with students and teachers who have participated. Some of the pitfalls/problems associated with the program will be presented, and finally, the future direction of the program including areas of improvement and expansion are described.

Many biomedical research universities have established outreach programs for precollege students and teachers and partnerships with local school districts to help meet the challenges of science education reform. Science outreach programs held in university research facilities can make science more exciting and innovative for high school students and can offer them much more insight into the nature of science and laboratory research than is available in most high school science courses. This paper describes a long-term follow-up study of high school students enrolled in the Summer Science Academy program at the University of Rochester to investigate the program's impact on students' perceived abilities in higher level science courses, on participation in extracurricular science programs, as well as the program's impact on student interest in pursuing a career in science. Students' exposure during SSA to advanced laboratory techniques and their participation in authentic science investigations provided them with a very positive hands-on experience. Students who attended the program indicated that it provided a positive influence on their performance in advanced science courses, as well as their decision to participate in other science programs and their desire to pursue a career in science.

The purpose of this investigation was to apply a validated curriculum evaluation instrument, the Science Curriculum Implementation Questionnaire (SCIQ), in an educational context in which a science curriculum review had recently been completed and, by so doing, ascertain the accuracy and potential value of the instrument as a curriculum delivery evaluative tool. The study begins by exploring the themes generated from an extensive case study attempting to identify the broad and complex factors influencing science program delivery at a large urban intermediate (Years 7 and 8) school in New Zealand. Following this, the results of the subsequent application of the SCIQ in the case study school are discussed. Responses to the SCIQ reaffirmed the themes identified in the case study and, by way of standard deviation analysis, gave a similar description of the variability in the staff perceptions pertaining to the factors influencing science program delivery. Limitations and recent practical applications of the SCIQ are also discussed.

Summer science programs held in university research facilities provide ideal opportunities for pre-college students to master new skills and renew, refresh, and enrich their interest in science. These types of programs have a positive impact on a student's understanding of the nature of science and scientific inquiry and can open a youngster's eyes to the many possible career opportunities in science. This paper describes a study of high school students enrolled in the Summer Science Academy program at the University of Rochester that investigates the program's impact on students' knowledge of laboratory skills, as well as the impact on student interest in pursuing a career in science. Students' exposure to advanced laboratory techniques and their interaction with professional scientists provided them with a very positive hands-on experience. Students who attended the program felt more confident in their ability to use sophisticated laboratory skills and that the Summer Science Academy program provided a positive influence on their performance in advanced science courses, as well as their desire to pursue a career in science.

Black-Crowned Night-Herons (Nycticorax nycticorax) in Chesapeake and Delaware Bays N. H. Golden, B. A. Rattner, P. C. McGowan, K. C. Parsons, M. A. Ottinger 1 Marine-Estuarine-Environmental Science Program, University of Maryland, College Park, MD 20742, USA 2 USGS-Patuxent Wildlife Research Center, 12011 Beech Forest Road, Laurel, MD 20708, USA 3 United States Fish and Wildlife Service Chesapeake Bay Field Office, Annapolis, MD 21401, USA 4 Manomet Center for Conservation Sciences, Post Office Box 1770, Manomet, MA 02345, USA 5 Department of Animal and Avian Sciences, University of Maryland, College Park, MD 20742, USA

Recent research in scientific laboratories shows that inscriptions – graphs, diagrams, photographs, tables, mathematical formulae, and so forth – are central to scientific practice. Research also shows that inscriptions are pervasive elements in science textbooks. This study examines inscriptions in texts usually available to students in high school and undergraduate science courses: course textbooks and journal articles. Four complementary analyses of the content of these resources are presented: (i) an enumeration of the types of inscriptions in those resources; (ii) a semiotic analyses of the content of representative inscriptions; (iii) an interpretation by graduates of a science program of an inscription common to all three resources; and (iv) a comparison of an inscription found in textbooks and lectures with its original presentation in a scientific journal. Differences exist in frequency of different types of inscriptions; these frequencies appear unrelated to interpretive competencies of the students for whom they are intended. We suggest alterations made in inscriptions as they are moved from professional journals to textbooks contributed to confounding their interpretation. Implications for both science education and the use of inscriptions in textbooks are discussed.

This paper illustrates the on-going efforts of an innovative science program called “Kids as Global Scientists” to take full advantage of Internet technology for better learning and teaching. We analyzed electronic communication between students and scientists on the Message Board and the development of students’ scientific understanding through electronic communications. Our research shows that the Internet has great potential to foster the development of students’ scientific understanding, which is difficult to achieve through traditional instruction alone. Despite increasing interest in the use of the Internet in the classroom, research on the educational benefits of the Internet on learning and teaching are still limited. This study will serve in this continuing research base in order to help expand our understanding by opening a discussion around the following questions: What are the characteristics of new learning opportunities and interaction patterns that students experienced? What new classroom dynamics and challenges are introduced as a result of the use of our technological innovations?

This article shows how links between science and literacy offer kindergarten children the opportunity to create and express their individual understandings about environmental change through emergent environmental literacy. This article reports on one of the science experiences in a kindergarten classroom in which the children explored the phenomenon of environmental change. The kindergarten science program can help children learn how scientists look at the world; young children can express these concepts through nonnarrative compositions. The article concludes with suggestions for teaching practice in the kindergarten science program.

Two methods of assessing student learning of a hands-on instructional unit are compared. One method involves manipulation of concrete materials, and the other method involves manipulation of icons on a computer to solve an electric circuits problem. Sixth-grade students in an inquiry-based science program completed both assessments separated by three weeks. Results indicated that although mean performance was the same for each method, individual student performance varied considerably. Implications for use of computer simulations as an alternative to hands-on assessment are discussed.

The detailed study of the solar-terrestrial energy chain will be greatly enhanced with the launch and simultaneous operation of several spacecraft during the current decade. These programs are being coordinates in the United States under the umbrella of the International Solar Terrestrial Physics Program (ISTP) and include fundamental contributions from Japan (GEOTAIL Program) and Europe (SOHO and CLUSTER Programs). The principal United States contribution to this effort is the Global Geospace Science Program (GGS) described in this overview paper. Two spacecraft, WIND and POLAR, carrying an advanced complement of field, particle and imaging instruments, will conduct investigations of several key regions of ‘geospace’. This paper provides a general overview of the science objectives of the missions, the spacecraft orbits and the ground elements that have been developed to process and analyze the instrument observations.

This paper reports our experiences in working with precollege and undergraduate American Indian students. In 1990, we began a fourth-grade after-school science program for 30 American Indian students. At the present time the program, called Scientific Knowledge for Indian Learning and Leadership (SKILL), involves over 200 American Indian 4th-9th grade students in weekly science/mathematics activities, quarterly Saturday seminars, and summer science camps. We have collected data to try to determine factors that help to improve student attitudes towards mathematics and science. Conclusions are drawn from these analyses and from our own subjective observations. The development of American Indian involvement in undergraduate science and engineering education on our campus has been aided by the establishment of an American Indian Science and Engineering Society (AISES) chapter and also by the promotion of collaborative learning. A comparison of our observations in the framework of other more well-established programs is given. Changes that have occurred as a result of both precollege and college activities are described and discussed. It appears that each of these activities has had beneficial influences on the other. We also report problems and concerns as well as recommendations to other groups or institutions who may be embarking on similar endeavors.

Attitudes to science develop early in life. In early childhood, the almost exclusively female staff members lack confidence in the area of science, and are therefore unable to develop an adequate science program for their children. In an action research project involving one third of the adults staffing a playcentre, during one term, the science programme in the centre was considerably improved, on measures of dialogues with the children, and of planning activities specifically for science. The staff members, mothers in the playcentre, reported increased confidence in talking with children about science topics, and a significant change in their interaction patterns both with their own families and with other children in the playcentre science programme. The action research method was found to be particularly helpful in supporting the group of parents in improving their centre's science program.

The Women in Materials (WIM) program is an on-going collaboration between Simmons College and the Cornell Center for Materials Research (CCMR). Beginning in 2001, during the initial four years of the project, materials-related curricula were developed, a new joint research project was begun, and nearly 1/2 of Simmons College science majors participated in materials-related research during their first two years as undergraduates. We have previously reported the student outcomes as a result of this initial stage of the project, demonstrating a successful partnership between a primarily undergraduate women's college and a federally funded Materials Research Science and Engineering Center. Here, we report the evolution and impact of this project over the last three years, subsequent to the initial seed funding from the National Science Foundation. The Women in Materials project is now a key feature of the undergraduate science program at Simmons College and has developed into an organizing structure for materials-related research at the College. Initially, three faculty members were involved and now eight faculty members from all three laboratory science departments participate (biology, chemistry, and physics). The program now involves research related to optoelectronics, polymer synthesis, biomaterials, and green chemistry, and each semester about 80% of the students who participate in these projects are 1st and 2nd year science majors. This structure has led to enhanced funding within the sciences, shared instrumentation facilities, a new minor in materials science, and a spirit of collaboration among science faculty and departments. It has also spawned a new, innovative curricular initiative, the Undergraduate Laboratory Renaissance, now in its second year of implementation, involving all three laboratory science departments in incorporating actual, on-going research projects into introductory and intermediate science laboratories. Most importantly, the Women in Materials program has embedded materials-related research into our science curriculum and has deepened and broadened the educational experience for our students; the student outcomes speak to the program's success. Approximately 70% of our science majors go on to graduate school within two years of completing their undergraduate degree. Our students also have a high acceptance rate at highly competitive summer research programs, such as Research Experience for Undergraduates (REU) programs funded by the National Science Foundation.

Whilst there is general agreement that primary teachers have a rather limited understanding of science, as Symington and Mackay (Note 1) have shown there is no universally accepted view amongst teacher educators in Victoria about the steps that need to be taken to improve their subject matter competence in science. This paper addresses the issue by taking a topic which is widely included in primary science programs, namely floating and sinking, and asking what knowledge primary teachers should have to enable them to handle the topic in a primary classroom in a way consistent with constructivist ideas. The paper will also address the issue of how that knowledge could be assessed.

The study of Aboriginal culture in schools is supported by an increasing number of educators and government committees. However, in the absence of substantial research evidence, it has been difficult to propose justifiable curricular recommendations. The results of this exploratory study suggest that student attitudes towards Aborigines and Aboriginal culture can be improved by a science program which features an Aboriginal Studies component. Further, it is suggested that there is scope for the development of up-to-date curriculum materials and more comprehensive studies.

A little-known science program administered by the North Atlantic Treaty Organization (NATO), called NATO Science for Peace and Security (SPS) Program, has a successful record of stimulating collaboration by experts from NATO countries with experts from countries from the former soviet block of countries (called partner countries) and several countries of the Middle East (called Mediterranean Dialogue countries). The former countries are associated with NATO through the Euro-Atlantic Partnership Council, and the latter through the Mediterranean Dialogue. Grants are given to experts for a number of scientific objectives: short-term scientific exchange, organized workshops and training, and longer term sustained research or meetings. SPS program objectives until 2006 were carried by the previous program called Committee for the Challenges for Modern Society (CCMS) Program. The current priorities of SPS are

Svein Dahl, Professor and Chair of Pharmacology at the University of Tromso, and an ACNP Fellow, succumbed to cancer on 8 December 2012. He died at his home near Tromso, Norway, the city where he was born in 1942. Svein spent his entire professional life in the faculty at the University of Tromso, having been appointed in 1976 immediately after obtaining his PhD in Pharmacology from the University of Oslo. Besides creating and maintaining a highly productive psychopharmacology research group in Norway, Svein expanded his capabilities and network of collaborators through a series of sabbaticals. These included stays at Synthelabo in Paris, the University of California, San Francisco, the Universite Rene Descartes, the Universite de Creteil, and at the C.N.R.S. in Montpellier. From 1994 to 1997 he was Research Director at the Institut de Recherche Jouveinal/Parke Davis while maintaining his faculty position. The breadth of his scientific interests and skills are evidenced by his substantive contributions to basic and clinical psychopharmacology. He was an early pioneer in combining computational and molecular graphics techniques to generate three-dimensional models of drug targets and to simulate drug–receptor interactions. Using this approach, he was the first to construct a complete model of a G protein-coupled receptor. His work provided important insights into the molecular dynamics of the interaction of antipsychotics with the dopamine D2 receptor, drug attachment to monoamine transporters, and the actions of antidepressants. In recent years he expanded his work to create pharmacokinetic/pharmacodynamic models to explain and predict therapeutic and toxic responses to drugs. Svein's work is described in seven patents, eight books, and scores of research and review articles. Among the honors he received were appointments to the Governing Board of the International Neuroinformatics Coordinating Facility, the Council of Scientists of the Human Frontier Science Program, and the Steering Group of the Norwegian Research Council's NevroNor Initiative. Besides his scientific interests, Svein was an accomplished saxophonist and an avid fan of jazz history and music. Until the very end he continued performing with his jazz group in Tromso. His enthusiasm for science and music, as well as his creativity, self-effacing personality, and dry wit endeared him to legions of students, co-workers and colleagues across the globe. An ACNP member since 1990, Svein contributed significantly to the College and the discipline, and enriched the lives of all who knew him. He is survived by his wife Janet and their three children.

The Human Frontier Science Program (HFSP), which supports international research on molecular biology and neuroscience, celebrated its tenth anniversary in Tokyo last month, at the first of three ceremonies planned to mark the occasion. Although, when it was initiated in 1989 some Western governments thought HFSP was merely a political gesture that would be of little scientific benefit, ten years later this skepticism has been replaced with admiration as hundreds of international research groups have received grants and thousands of fellowships have been awarded.

MunichResearchers awarded postdoctoral fellowships under the Human Frontier Science Program to study abroad are to get financial incentives to return home when the grant expires.

munich A decade after a shaky start, the Human Frontiers Science Program has firmly established itself as the world's only intercontinental research funding programme.

The Human Frontier Science Program is a bold attempt to support the next century's biology research. Its horizons should not be limited.

The response of the parents to the request for yet more of their time to take part in the evaluation indicates the commitment of these parents to their involvement in the life of the school. This in itself argues for the effectiveness of their participation. One would hope that the nature of the evaluation in which the evaluator sought to establish not just what they gave to, but also what they gained from, the program would contribute to them feeling valued members of the school community.

This article will direct itself to a description of a proposed Summer High School Bio-Science Program. The general objectives of such a Program are two-fold: first, to help identify those high-ability secondary school students from a city's disadvantaged high schools who appear to have excellent potential for c rea t iv i ty , and second, to make each s tudent , who is accepted into the program, more aware of the many career opportunities in fields directly and indirectly associated with mental health. This latter objective would be accomplished through lectures by representatives of these careers, through field trips and by actual experience in the sciences. One would also hope tha t the High School Bio-Science Students would acquire, through their experience, such skills as lecturing to a group, conducting a group seminar discussion, and introducing lecturers. In addition, the students could learn something about the basic philosophies and techniques of research. Also, they could learn to think more scientifically, originally, critically, and creat ively , not only about their academic experiences, but also about themselves.

The complex nature of policy problems requires innovative approaches to problem analysis and a new social science interdiscipline focused on policy processes. The Policy Science Program at SUNY Buffalo is designed to advance this field and to train hybrid Ph.D.'s as research-scientists/practitioners. These new policy science professionals will augment policymaking organizations as policy analysts, evaluation researchers, knowledge brokers, research feedback disseminators, process monitors, and consultants. Their training must include research methodology, analytic approaches, orienting conceptual schemes from systems theory, social sciences, and specific problem domains, and operating skills. The curriculum includes both academic and field-training aspects.

The young child is in motion most of the time. Through movement, the child achieves mastery of the space he or she lives in. Teachers can “move” with the child by using topologically oriented science activities. Such activities capitalize on natural inclinations. They encourge the understanding of relationships which are basic to the developmental tasks with which the child is working.

Detailed total-intensity aeromagnetic surveys of the Kuttyaro and Aso caldera regions, eastern Hokkaido and central Kyushu, were made during early 1964 under the auspices of the U.S.-Japan Co-operative Science Program in conjunction with a project for geophysical studies of calderas in Japan. Each caldera has a maximum diameter of about 22 km; the flights cover a 60 × 60 km rectangular area in each region.

Biochemical Toxicology of Insecticides Edited by R. D. O'Brien and Izuro Yamamoto (Proceedings of the Fifth US–Japan Cooperative Science Program held in Tokyo, June 1969.) Pp. vii + 218. (Academic: New York and London, June 1970.) 79s; $8.50.