Everyman a scop: The shape of undergraduate curriculum

THE COSTS AND RESOURCES OF LEGAL EDUCATION by Peter deL. Swords and Frank K. Walwer. New York: Council on Legal Education for Professional Responsibility, Columbia University Press, 1974. x + 345 pp. $15.00.

HIGHER EDUCATION IN AMERICA by Algo D. Henderson and Jean Glidden Henderson. San Francisco: Jossey‐Bass, Publishers, 1974. xi + 282 pp. Bibliography and index. $12.50.

THE SOCIALLY DISADVANTAGED edited by Earl J. Ogletree. 2 vols. New York: MSS Information Corporation, 1973, 1974. 402 pp.; 313 pp.

NOT FOREVER ON EARTH: PREHISTORY OF MEXICO by Shirley Gorenstein, with photographs by Lee Boltin. New York: Charles Scribner's Sons, 1975. xvi + 134 pp. $7.95.

THE EVOLUTION OF THE COMMUNITY COLLEGE by Robert S. Palinchak. Metuchen, New Jersey: Scarecrow Press, Inc., 1973. 373 pp. $10.00.

SHAPING THE AMERICAN EDUCATIONAL STATE: 1900 TO THE PRESENT edited by Clarence J. Karier. New York: The Free Press, 1975. xxiv + 439 pp. $10.95 cloth; $5.95 paper.

UNIVERSITIES IN THE URBAN CRISIS by Thomas P. Murphy. Cambridge, Mass.: University Press, 1975. xix + 418 pp. $16.50.     

Maintaining a Social‐Emotional Intervention and Its Benefits for Institutionalized Children

This article reports the maintenance of one of the largest interventions conducted in St. Petersburg (Russian Federation) orphanages for children birth to 4 years using regular caregiving staff. One orphanage received training plus structural changes, another training only, and a third business as usual. The intervention produced substantial differences between these institutions on the Home Observation for Measurement of the Environment (HOME) Inventory and on the Battelle Developmental Inventory scores for children. These institutional differences in HOME scores (N = 298) and Battelle scores for children (N = 357) departing the institutions for families in St. Petersburg and the United States were maintained for at least 6 years after the intervention project. This result may be associated with certain features of the intervention and activities conducted during the follow‐up interval.     

SHORT‐TERM PROGRAMS ON DEATH AND DYING AND AGING: A REVIEW OF SELECTED LITERATURE

Agencies and institutions dealing with the elderly have only limited time, money, and personnel with which to plan and implement educational programs. Yet a basic knowledge of aging and death and dying seems to be essential for those working with older adults. The purpose of this paper is to review the literature on short‐term educational programs on death and dying and aging in order to offer practitioners some guidance for efficiently structuring programs to bring about desired changes in these areas. From 15 selected studies, 3 aspects of such programs are reviewed and analyzed: the length of the intervention, the type of treatment, and the nature of the target group involved.     

The Relationship Between Universities and Black Urban Communities: The Clash of Two Cultures

This article is a theoretical discussion of the cultural dynamics that shape the relationship between universities and black urban communities. It is argued that universities have a responsibility to address inner-city problems. However, the social relationships between academic institutions and urban communities are impeded as a result of cultural differences. Cultural, social, and power theories are employed to construct a framework for exploring the factors that impede positive interactions between universities and black urban communities. The article concludes by linking the renewed American discourse on civility to the public service mission of higher education and its relevance to urban communities.     

解决分布式需求的内在冲突

2006年8月,GEN(I网络创新的全球化环境)项目组公布其项目的设计原则。来自普林斯顿大学、麻省理工大学、华盛顿大学等学校的十二位专家编写了这份报告。该报告阐述了GENI的研究范围、用户的需求、需求的内在压力,以及工程设计的原则。报告指出了GENI的价值主张,广泛的部署、多样化可扩展的网络技术集合、对真实用户流量的支持仍是GENI关注的原则和方向。上期已经介绍第一部分——“分布式需求定义GENI的重心”,本期刊出第二部分——“解决分布式需求的内在冲突”。     

Elementary school teachers' beliefs about and perceptions of elementary school science,science reading,science textbooks,and supportive instructional factors

This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K-8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science reading and reading skills; and teacher use of various teaching strategies. Results suggest that teachers do not see reading science as different from any other narrative material. And though most agreed to the importance of having students do activities to support and enhance the use of text material, responses suggest that covering topics is still a concern for most elementary teachers.     

The role of reinforcement and nonreinforcement in an operant frustration effect

Male albino rats were run in a discrete-trial two-bar operant analog of the double alley. Completion of a FR 4 response chain on the first bar was rewarded 50% of the time for the 12 experimental Ss, but was never rewarded for the 12 control Ss. Both groups received consistent reward at the end of a FR 4 chain on the second bar. Eighty-four trials were given at a rate of four trials per day. A significantly faster rate of responding on the second bar was found following nonrewarded first-bar ratios than following rewarded first-bar ratios. This frustration effect was not attributable to response depression, since the nonrewarded performance of the experimental group exceeded that of the control group.     

Preparing the Next Generation of Educational Measurement Specialists: A Call for Programs With an Integrated Scope and Sequence

The field of educational measurement has evolved considerably since the first doctoral programs were established. In response, programs have typically tacked on courses that address newly developed theories, methods, tools, and techniques. As our review of current programs evidences, this approach produces artificial distinctions among topics and techniques that are in fact a tightly coupled whole. This position paper advocates a redesign of the scope and sequence for doctoral programs focused on the preparation of the next generations of educational measurement specialists; a redesign that reflects the full life‐cycle of instrument development and use.