THE SOCIAL PATTERN OF THE LENGTH OF FULL‐TIME EDUCATION IN ESSEX

Based on the work of Barron (1966) and Hudson (1966), the hypothesis is set up that science pupils are more obsessional than arts pupils. This is confirmed on a substantial sample of sixth‐formers. However, it also appears that the possession of obsessional traits is a hindrance to performance in the sciences. The educational implications of these findings are discussed.     

UNIVERSITY‐BASED ADULT DAY CARE CENTER FOR RESEARCH AND TRAINING: DESIGN,FUNDING, AND PROGRAMMATIC ISSUES

In the early 1980s, the College of Human Resources at Virginia Polytechnic Institute and State University began a visioning process to plan its educational agenda for the 21st century. One of the more pressing issues targeted for educational intervention was community‐based long‐term care. Ten years later, a licensed, Medicaid‐certified adult day health center is fully operational on the university campus, providing a myriad of research, teaching, and public service opportunities for faculty and students. Center design, funding, and programmatic issues are discussed.