(1) Recent developments

Abstract

This paper identifies the different types of health science libraries located in various organizations engaged in research, education and training, administration and programme implementation relating to health and family welfare. These medical libraries have been grouped into four categories namely research, academic, medical and hospital, based on the functions of the organization/institution to which they are attached. Based on an all India survey, the resources, such as documents, manpower, finances and equipment of 248 health science libraries belonging to the allopathy system (modern medicine) have been examined. Basic library services, such as reference, current awareness, bibliography, MEDLARS/MEDLINE, abstracting/indexing, and photocopying have been studied. The information collected on various indices relating to medical library resources have been analysed and presented, indicating their strengths and weaknesses. The survey indicated a significant imbalance among the resources held and services rendered. Some measures for the improvement of the existing resources, services and their utilization have been suggested.     

III. FROM THE POINT OF VIEW OF THE STUDENT

This article constitutes Chapter I in the author's significant new book, “Church Education For Tomorrow,” published by Westminster Press on September 19, 1960, and is used here by permission of the author and publisher. The book is reviewed by Frank M. McKibben on pages 387‐388 of this issue.     

Finding Time: Practical Time Management for Out-of-Classroom Educators

This study assesses the validity and reliability of the Learning Styles Preference Indicator (LSPI), an instrument developed by the author. The LSPI identifies students' preferences for analytical or global approaches to learning new and difficult material. This instrument is easy to administer, quick to score, and produces information that will help teachers understand the way their students process information. By using information from the LSPI, teachers can design more appropriate learning strategies for the benefit of each student. This article reports reliability and validity correlation scores for elementary through adult students.     

Solving the Tacking Problem with Contrast Classes

The traditional Bayesian qualitative account of evidential support(TB) takes assertions of the form ‘E evidentially supportsH’ to affirm the existence of a two-place relation ofevidential support between E and H. The analysans given forthis relation is C(H,E) =_def Pr(H|E) > Pr(H). Now it is wellknown that when a hypothesis H entails evidence E, not onlyis it the case that C(H,E), but it is also the case that C(H&X,E)for any arbitrary X. There is a widespread feeling that thisis a problematic result for TB. Indeed, there are a number ofcases in which many feel it is false to assert ‘E evidentiallysupports H&X’, despite H entailing E. This is known,by those who share that feeling, as the ‘tacking problem’for Bayesian confirmation theory. After outlining a generalizationof the problem, I argue that the Bayesian response has so farbeen unsatisfactory. I then argue the following: (i) There exists,either instead of, or in addition to, a two-place relation ofconfirmation, a three-place, ‘contrastive’ relationof confirmation, holding between an item of evidence E and twocompeting hypotheses H₁ and H₂. (ii) The correct analysans ofthe relation is a particular probabilistic inequality, abbreviatedC(H₁, H_2, E). (iii) Those who take the putative counterexamplesto TB discussed to indeed be counterexamples are interpretingthe relevant utterances as implicitly contrastive, contrastingthe relevant hypothesis H₁ with a particular competitor H₂.(iv) The probabilistic structure of these cases is such thatC(H₁, H₂, E). This solves my generalization of the tacking problem.I then conclude with some thoughts about the relationship betweenthe traditional Bayesian account of evidential support and myproposed account of the three-place relation of confirmation.

1 The ‘tacking problem’ and the traditional Bayesianresponse

2 Contrastive support

3 Concluding comments

     

Locus of control: A proposal for change

Environmental control as expressed in the internal-external locus of control construct- continues to remain unchallenged as a major association variable in academic achievement. Research studies aye cited that suggest that inter-riality may well be preferred to externality if one values power over one's destiny. The writer proposes a peer-teaching-peer strategy that utilizes the low-achieving External as the tutor, a reversal of the usual procedure. The assumption is that the External must experience and perceive personal control over another child in order to begin orientation toward a more internal outlook.