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Proceedings from the first three History and Philosophy of Science and Science Teaching Conferences are examined to identify the profile of papers in science content areas. Those papers with a chemistry education emphasis are investigated more closely. Results indicate that papers with physics content dominate. Chemistry and biology content were addressed at about the same frequency. The chemistry topics covered in the papers include air pressure, equilibrium, atomic theory, and periodicity. Student cognition and language in science are the least studied areas among those covered while sociology of chemistry and teacher cognition are examples of domains that have not been addressed. (DDR)

The purpose of this paper, the initial report of an ongoing study, is threefold. One is to present and demonstrate the use of the sociology of translation as a methodological framework for the study of power within the higher education policy arena. The second is to define the boundaries and shape of that arena, and the third is to define the meaning of power within this context. The paper notes that the nation's Executive branch has forfeited its role as a policy participant and become a policy barrier, leaving Congress to look for an intersection of policy interests that can be negotiated or forced past the Executive. Through an examination of the student financial aid reauthorization process, the paper reveals the importance of knowledge, communications, coalition building, and grounding policy proposals in the history and culture of the policy arena. The social relationships that foster the exchange and interaction between the Congress and the associations it deals with in policymaking constitute a communication community. The power of this type of community is the product of a common language, cooperative activities, mutual needs, shared history and values, and widely understood signs and symbols. (Contains over 170 references.) (GLR)

This study investigated how academic norms, expectations and rules affect the experiences of graduate students, particularly in regards to reported academic misconduct at disciplinary and departmental levels. The study used a hierarchical linear analysis with data from a nationwide survey of 2,000 graduate students in chemistry, civil engineering, microbiology, and sociology. The survey asked participants about their doctoral programs, academic and social experiences in their departments, their mentors, and experiences with ethical issues and research misconduct. The analysis suggests that the most localized contexts in which graduate students live, the discipline and department, have a great impact on their exposure to misconduct, which appears to be a profound socialization experience. Rates of observed misconduct appear to be department and discipline specific, and alterable characteristics of departmental environments condition the exposure of graduate students to a wide array of different forms of behavior that conflict with the image of "the good scientist." Two appendixes present additional technical information about the survey. (Contains 36 references.) (JB)

This symposium brought together researchers, policymakers, advocates, and child care practitioners to consider information relevant to child care policy which was available from several disciplines and how it could be applied to developing child care policy. The symposium's goals were not only to stimulate discussion among researchers and policymakers and researchers from different disciplines but to underline the importance of conducting Canadian child care research and making it widely available. Seven papers are included in the proceedings: (1) "The Implications of Early Childhood Education and Psychological Research for Canadian Public Policy on Day Care" (Nina Howe and Ellen Jacobs); (2) "Economics and Child Care Policy" (Gordon Cleveland); (3) "A Sociological Perspective on Child Care Research" (Maureen Baker); (4) "School-Age Child Care: A Preliminary Report" (Ellen Jacobs and others); (5) "Talking to Children: The Effects of the Home and the Family Day Care Environment" (Hillel Goelman and Alan Pence); (6) "The Effect of Price on the Choice of Child Care Arrangements" (Gordon Cleveland and Douglas Hyatt); and (7) "Ideology, Social Policy, and Home-Based Child Care" (June Pollard). The papers are followed by comments by Kathleen Brophy and Ruth Rose. A copy of the symposium program is also included. (MDM)

Four papers discuss research exchanges between the United States and the USSR and East Europe. The first paper considers the evolution of perceptions of social scientists in these countries during the Cold War and Detente. The dominant view of American researchers during the Cold War was that the United States, as the most modern society, was the yardstick for measuring other societies. The United States experienced rapid growth of training and research related to the Soviet orbit. However, Soviet scholars were constrained by Marxist-Leninist doctrine and by educational and research policies. In the 1960s, American social scientists gained a greater appreciation for the complexities of modern societies and East European social scientists began innovative studies. The second paper discusses evaluations of research exchanges between the United States and the Soviet Union. The conclusion is that these exchanges are scientifically valuable to both countries. The most serious problem is Soviet political repression of its scientific community. The third paper discusses problems and accomplishments of East European studies in the United States. Although progress seems to be steady, American social scientists have come to pursue topics that are politically safe, and thus often of secondary importance. The final paper suggests that in exchanges between the Soviet Union and the United States, both academic and government communities profit. The point that Soviet exchanges are generally in sciences and engineering and American exchanges are in history and literature illustrates that each side sends whom it wishes. Thus, the author concludes that this type of exchange is neither unbalanced nor unfair. (Author/KC)

Literary sociology is a multifaceted process of analyzing texts. It moves beyond traditional literary criticism to incorporate such varied approaches as: appreciating literary schemata; textual analysis; seeking form, sound, and content regularities; examining the lasting values of the work; and contemplating the reader's own authentic life-world and experience. This paper seeks to provide a literary sociology about growing up Turkish in light of the contents of five works of recent fiction. The titles of the books (with English translation) are: "Korku'nun Bedeli" (The Price of Fear), Ibrahim Ulvi Yavuz, 1983; "Aile Savaslari" (Family Struggles), Bekir Yildiz, 1984; "Yalcin Nereye Kosuyor?..." (Where's Yalcin Running?), Emin Colasan, 1985; "Koca Ren" (Great Rhine), Fakir Baykurt, 1986; and "Geriye Donenler" (Those Who Go Back), Gulten Dayioglu, 1986. A central theme running throughout these works is the cultural conflicts of growing up Turkish. These conflicts take on three dimensions: a fundamental clash between adhering to traditional Islam or adopting modern Turkish behavior; the tension in the socio-political arena between ideologies of the right and left; and the struggle of Turkish guest workers in West Germany and other European countries between the rural Anatolian root values of the older generation and the European values of their children. According to the five books, the 1980s were turbulent times for Turkish youth. Economic fluctuations at home and abroad as well as changing dynamics in the relationships between today's Turkish parents and their children were among the sources of upheaval. Two charts and two figures supplement the text and an 11-item bibliography is included. (DB)

Issues and challenges which must be dealt with in the rapidly changing physical education disciplines and professions are discussed. Subjects include overviews of the development of educational philosophies, contemporary problems, and curriculum. Physiological, psychological, administrative, and sociological views are expressed concerning the challenge of change in physical education. (CJ)

The origin of Latino Studies is grounded in the experiences and status of U.S. Latinos. Ethnicity, culture, community, empowerment, and power relationships are intertwined themes in the discipline. Latino Studies has integrated an interdisciplinary approach to establish its corpus of knowledge and theories to explain and understand Latino experiences. The significant demographic growth of Latinos in the United States has created greater visibility and awareness of Latinos in this country, resulting in increased public discourse on policy issues such as: the urban concentration of Latinos; immigration patterns and impact; social status and mobility; labor force participation; language, culture and integration; and political development and incorporation. More specific to the discipline of political science, topics such as political participation or its lack, political incorporation, cultural maintenance and mobilization, organizational resource development, and coalition formation are contributing dialogues offered by Latino Studies scholars. Latino scholars challenge the prevailing paradigms as completely applicable to Latino populations, and press for wider inclusion and analysis of Latinos and their experiences in the American society. Latino Studies has established itself as an important area of inquiry, and the newer generation of Latino Studies scholars should build upon that legacy. (Contains 60 references.) (TD)

This collection of 20 papers is centered on the theme "Teaching, Learning, and Technology--Strategies to Motivate Life Long Learning." Titles include: (1) "Barriers to Effective Teamwork and Recommendations for Solutions" (Lillie Anderton-Lewis and Danny H. Pogue); (2) "Are Group Rewards Necessary for Cooperative Learning? An Empirical Investigation" (John Baer and Sylvia K. Baer); (3) Reading to Answer Questions: Using Student Questions to Teach Across Diverse Learning Styles" (Brian Bansenauer); (4) "Encouraging Active Participation in Programming Classes" (Anders Berglund, et al.); (5) "Enhancing Cognitive Skills by Applications in a Sociology Class" (Patrick Biesty); (6) "IDEA: Teaching Writing/Thinking Using an Interactive Dialogic, Externalized Approach" (Michael E. Erickson); (7) "The World Wide Web as a Platform for Distance Learning" (Howard J. Fischer, et al.); (8) "Creating Biographies: A Strategy for Undergraduate and Source for Graduate Learning" (Kathleen Corrigan Fuhs); (9) "Contextual Learning for Premedical Students" (Penny J. Gilmer, et al.); (10) "Multidisciplinary Undergraduate Scanning Probe Microscopy Laboratory Program" (William S. Glaunsinger, et al.); (11) "Talk the Talk and Walk the Walk: Empowerment Through Reflective Practice" (Helene Lotman Glauser and Frank D. Tallman); (12) "Creating Interactive Multimedia Software for Foreign Language Learning" (Lubov Iskold and John Pearce); (13) "Learning Relationships in a Computer Classroom" (Marguerite Jamieson, et al.); (14) "Creating Community: Developing the Learning Communities at the University of South Florida" (Cynthia Kasee and Nevin Mercede); (15) "Relocating Literary Teaching and Learning with VRML" (Chad D. Kearsley); (16) "Creativity and Academic Freedom In and Out of the Classroom" (Ed Kellerman and Luke Cornelius); (17) "Convergence: Chemistry and Multimedia" (G. Parke P. Kuntz, et al.); (18) "Non-Traditional Techniques in Teaching Science for General Students" (Gary C. Lewis, et al.); (19) "Multimedia Science Instruction for Non-Science Majors: (V. Adam Niculescu, et al.); (20) "The Virtual Classroom: Teaching with the Web" (Thomas M. Terry). (All papers contain references.) (CH)