Science Frustrated: The ‘Einstein Institute’ In Madrid

In April 1933, Albert Einstein was offered an ‘Extraordinary’ Chair of Physics at the University of Madrid. Einstein first accepted, then sought to withdraw without causing damage to the anti-Fascist Republican government. However, this proved an opportunity for the Spanish press to harness Einstein’s notoriety to their own programmes. This article discusses the genesis and resolution of this episode, which says much about Einstein and science and politics in modern Spain.     

Schooling of girls and boys in a West African country: the effects of parental education,income, and household structure

This study investigates gender differences in the determinants of several schooling indicators in Conakry, Guinea, using ordered and binary probit models incorporating household-level random effects. Such indicators include grade attainment, current enrollment, and withdrawal from school. The survey, which was conducted on 1725 households, contains detailed information on a wide range of socioeconomic factors such as education, labor force activity and earnings, assets and health. Results indicate that increases in household income lead to greater investments in the schooling of girls than in the schooling of boys. Meanwhile, improvements in the education of fathers raise the schooling of both sons and daughters, while the education of mothers only has a significant impact on the schooling of daughters. These estimates show differences in maternal and paternal preferences for schooling daughters relative to sons. Therefore, the importance of gender, parental education, and household income and composition affect the education of children. However, findings also show that education for girls is unnecessary since they only need to work at home. Moreover, policies that raise household incomes will increase gender equity in schooling, which will also depend on whether and how these policies change the opportunity costs of girls and boys and the labor market returns to female and male schooling.     

The construction and validation of the test of graphing in science (togs)

The objective of this project was to develop a multiple choice test of graphing skills appropriate for science students from grades seven through twelve. Skills associated with the construction and interpretation of line graphs were delineated, and nine objectives encompassing these skills were developed. Twenty-six items were then constructed to measure these objectives. To establish content validity, items and objectives were submitted to a panel of reviewers. The experts agreed over 94% of the time on assignment of items to objectives and 98% on the scoring of items. TOGS was first administered to 119 7th, 9th, and 11th graders. The reliability (KR-20) was 0.81. Poorly functioning items were rewritten based on the item difficulty and discrimination data. The revised version of the test was given to 377 7th through 12th grade students. Total scores ranged from 2 to 26 correct (X = 13.3, S.D. = 5.3). The reliability (KR-20) was 0.83 for all subjects and ranged from 0.71 for eighth graders to 0.88 for ninth graders. Point biserial correlations showed 24 of the 26 items above 0.30 with an average value of 0.43. It was concluded from this and other data that TOGS was a valid and reliable instrument for measuring graphing abilities.     

What Are the Chances?

A lottery coincidence provides the background for discussing the assessment of probabilities and the definition of events.     

The Comparative Reception of Darwinism: A Brief History

The subfield of Darwin studies devoted to comparative reception coalesced around 1971 with the planning of a conference on the subject, at the University of Texas at Austin held in April 1972. The original focus was western Europe, Russia and the United States. Subsequently a spate of studies on the Italian reception added to the Eurocentric focus. The center of activity then switched to Latin America where a group of scholars coalesced in the mid 1990s, seemingly related to the maturation of the history of science as a discrete discipline there somewhat earlier. When interest in Europe revived during the last decade, the center of gravity had moved both eastward, to the former Society bloc countries (a reflection of the institutionalization of the history of science there), and north to Scandinavia. Recently, interest in the topic has emerged in the Islamic World. The subtext of the expansion of this topic is modernization.     

Mother's age at arrival in the United States and early cognitive development

This paper focuses on the cognitive development of young children from diverse backgrounds with a particular focus on ethnic and nativity differences in home environments. Hypotheses are developed addressing the extent to which home environment and parenting practices mediate the relationship between mother's age at arrival and cognitive development in early childhood. Data from the first two waves of the Early Childhood Longitudinal Study-Birth cohort are employed. Children whose mothers arrived in the United States at the youngest ages (0–7 years) have similar cognitive scores to children whose mothers are born in the United States once socioeconomic status and family background are considered. Multivariate analyses indicate parenting practices and home environment are associated with cognitive development and act as partial mediators between cognitive scores and mother's age at arrival. Overall, the results highlight the need to consider parental migration experiences and differences in the home environments of children of immigrants in the United States as sources of variation in outcomes for the second-generation.