Native Americans,Puritans and ‘Brahmins’: genesis,practice and evolution of archaic and pre-modern football in Massachusetts

First, this paper will track the origins of archaic and pre-modern football in Massachusetts. It will then analyse the genesis and development of the Boston Game. Finally, it will provide an explanation why the pre-modern Boston Game/Harvard Game was abandoned by the students of Harvard University in favour of modern rugby.     

Structural aspects of controllability and observability—I. tensorial aggregation

The classical criteria for controllability and observability are given a tensorial formulation which is then extended into Boolean form directly related to a digraph interpretation of system structure. This is examined in detail with particular reference to group theoretic aspects, invariant properties under transformation, the term rank test and the existence of zero eigenvalues.Within this framework the structural design concepts of potential controllability and observability are presented in generalised terms.     

Structural aspects of controllability and Sobservability—II. digraph decomposition

The graph theoretic aspects of controllability and observability are examined and related to the tensorial formulation of Part I of the paper. Particular emphasis is given to the significance of the system digraph decomposition and the relevance of this to certain system algebraic properties of interest in control theory.     

Follow-up of high-risk children identified in kindergarten through direct classroom observation

Sixty-one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discussed.     

Issues in open education and environmental design

This article presents a theoretical overview of the complementary relationship between open education and environmental design. An elementary education program called the Open Corridor serves as a concrete example. The Open Corridor program dovetailed many aspects of open education and environmental design. Students, teachers, administrators, parents, and consulting psychologists served in the roles of planner and implementer. A review of open education and environmental design approaches is followed by a sketch of the Open Corridor program and a discussion of issues. A bright future exists for programs that carefully open their educational processes and plan their environments.     

Stability of pupil behavior in short-term classroom observations

In order to determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day, including low base rate behaviors. Implications for subsequent classroom observation studies were discussed.     

Eventual school placement of kindergartners observed as high risk in the classroom

To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures.