Search

The article reports on the development and use of behavioral objectives for improving the field experiences in student teaching presented by the Directors of Student Teaching at the State of Illinois Colleges and Universities, both private and public institutions. A form of position paper regarding this importance issue was made to present the opinions of the directors. The behavioral objective is to examine narrowly the work of the beginning teacher and focus attention on defined skills and behaviors to be achieved. The development and use of behavioral objectives are one approach on the problem of making pertinent efforts on improving the teaching education.

The article focuses on developments relevant to education in Great Britain as of October 1973. Nigel Grant, reader in education at the University of Edinburgh, joined the Editorial Board of "Comparative Education" magazine. The eight session of the Standing Conference of European Ministers of Education was held in June 1973, which focused on "The Educational Needs of the 16-19 Age Group." UNESCO released its latest publication "Present Problems in the Democratization of Secondary and Higher Education." The Schools Council and the Standing Conference on University Entrance published the Working Paper 46, entitled "16-19: Growth and Response, 2. Examination Structure" and Working Paper 47, "Preparation for Degree Courses."

This article discusses the problems which arise in the planning and organizing of educational indicator systems. If a person wants to assess the effect of a certain measure, program evaluation can not be substituted by social indicators as usually conceived. Social indicators can not either give much guidance in the day-to-day planning in intermediate levels of the administration. What social indicators can do is to give a kind of gross evaluation of a number of measures usually taken under a period and of unforeseen and unplanned changes as well, to indicate if the development is taking desired directions. A danger of an indicator system of the type closely affiliated to administration is the sectorization and institutional bias likely to manifest itself in concentration on means available to the bureaucracy in question. This is an advantage as to manipulability of means but as disadvantage as to seeing the whole range of alternatives. In a social-indicators-project the ideal would be indicators of knowledge and skills in the whole population, instead of educational indicators aimed primarily at evaluating the institutionalized school system and its effects on the minority of the population affected by it.

This article discusses the role of the foreign-language press in migrant integration. In studying transatlantic migration in the nineteenth century, one might analyse the rhythm of economic growth in the principal sending countries of Europe and attempt to find a relationship between the course of migration and the changes in pace of American economic development. One might also relate the findings of such an economic analysis to a set of demographic data showing. The results of such a study would be of interest to students of select disciplines like economics and demography. There is, however, a large body of social sciences including, for instance, history, sociology, social psychology, criminology and social geography, which contribute special tools for the study of cultural factors affecting the volume and direction of international migrations. Emotional attachments to a community and to acquaintances, to a culture or language, to political and social institutions or to a way of life must be considered as factors inhibiting Trans-Atlantic movement and affecting the adjustment of migrants in the U.S.

This article examines the economic, social and political forces determining the concrete amount of education needed by all people. In his paper Torsten Husén states that in estimating the degree to which people can be educated, people are primarily dealing with a socio-politico-economic problem rather than a pedagogic one. Perhaps the main problem raised by Husén's paper is not whether the existing empirical information support a reactionary or progressive educational pattern, but the significance of empirical findings as such. The large research work done by Husén shows, by large, that the arguments put forward against the educability of people and in favor of selective or restrictive pattern of education are not, pedagogically, valid. On the other hand, it is certain that once a progressive educational policy is formed at the political level, the implementation of it need research directed to these specific ends. There are some principal tendencies in a class society to repeat the existing division of work and modes of manpower utilization by limiting of education of some demographic groups and differentiating mechanically the knowledge transmitted to people.

Presents information on a study conducted by the author that investigated the effectiveness of programmed learning technique in teaching the principles of economics in Virginia. Details on student reaction on the teaching technique; Benefits of the programmed learning method; Design of the programmed learning method.

An earlier paper presented findings which indicated that mentally ill persons described as exhibiting identical behavior were increasingly rejected when they were described as utilizing no help, utilizing a clergyman, a physician, a psychiatrist, or a mental hospital. Controls for age, religion, education, and social class position failed to diminish the relationship between help-source and rejection, but controls for experience with an emotionally disturbed help-seeker and for adherence to the norm of self-reliance tended to specify it. The previous paper was concerned with the stability of the relationship between help-source and rejection within each of the control groups, and not, for the most part, with differences among groups. In this paper, the main focus is on a comparison of the effects of educational attainment on the relation between help-source and rejection. A further focus is on the influence of (a) experience with mentally ill help-seekers, and (b) attitude toward the norm of self-reliance, two variables that serve to interpret the relationship between education and rejection. [ABSTRACT FROM AUTHOR]

This is a preliminary report from a study of occupational mobility in the United States. Objectives of the study are to describe patterns of social mobility in some detail, to estimate the influence of various factors on occupational life chances and to ascertain a few consequences of socio-economic status and mobility, such as their implications for fertility. The present paper reports selected findings pertaining to factors affecting occupational achievement and chances to move away from one's social origins. In particular, researchers examine the significance for occupational attainment of education, ethnic background, community size, migration and parental family. In addition to presenting preliminary substantive findings from this research, this paper also provides an opportunity for illustrating the analytical procedures that have been used. The analysis relies to a large extent on the regression approach. Two major advantages of this approach which prompted this decision to adopt it are that it is a very efficient method of large scale data reduction and that it permits, consequently, the simultaneous examination of interrelations of fairly large numbers of variables, especially if computers are used. Contingency tables containing half a dozen or more variables and many hundreds of cells are too complex to be analyzed by inspection, whereas the regression method permits the analysis of these interrelations.

Since the nineteenth century, American geographers have applied mathematical concepts to geographic research, and they have increased the level of mathematical sophistication associated with their research. To some extent geographers have traditionally been interested in developing methods of quantitative geographic analysis; however, it was not until the turn of the twentieth century that there was concentrated effort to develop special programs of quantitative methods training and to expand the scope of quantitative geographic research. This paper attempts to examine certain aspects of expansion of quantitative methods training and research for the period 1954–1965. Since the early 1950's the number of major geography departments offering specialized training in quantitative methodology has risen from three percent to over seventy-eight percent. Today many departments require training in statistics and mathematics and roughly one third of the major American doctoral training centers now allow their students to substitute mathematics training for one foreign language requirement. This trend is paralleled by an increasingly large number of quantitative dissertations and quantitative research papers found in a sample of the major geographic journals. Our studies indicate that these trends originated at the University of Washington, and certain Midwestern universities, but after a short period of time, the quantitative revolution spread throughout American geographic centers. [ABSTRACT FROM AUTHOR]

The article presents the issues and topics discussed in "Quest." It states that the spirit of the periodical will not be changed or modified from that of the last four issues. The focus of the periodical remains the same. It provides a creative literary journal for the members of the profession of teaching and education. It will continue to give topics of philosophical and scientific interest. It mentions that the next issue will be more on the topic about heritage. The periodical is accepting papers which discuss the evolution of ideas of physical education rather than with the chronology of events.

The article presents a paper on the significance of socialization constructs to the teaching methods of teachers. Studying the way how teachers teach seems to be socialization theory. The importance of the socialization construct is that it centers on processes which acts as a go-between the individual's personality and the role expectations of the institution. Conflict and bargaining are the two general patterns of interaction that have been delineated. The four processes of socialization are anticipatory socialization, reference groups, the training period, and the world of work.

The article discusses some basic concepts related to skill acquisition with practical applications to teaching. The first part of the paper which is organized into three sections identifies the motor patterns to which this working model of skill acquisition is pertaining. The second section presents the nature of skill acquisition and in the last section, application is made to teaching strategies. During early stages of skill acquisition, some aspects of teacher behavior, such as the added complexity of structuring open skill environments are affected by the type of movement involved. However, during stage two, the type of movement to be learned determines the nature of teacher behavior. Therefore, the analysis of the nature of the skill to be learned is required for the effective teaching.

The article presents the author's accounts on the development of science education in Ghana, Africa, as based from a working paper prepared for the Fourteenth Pugwash Conference on Science and World Affairs. These accounts are being derived from the author's observations during the six months he spent in 1963-64 as a visiting professor of physics at the University of Ghana. The author said that his length of stay in Ghana was long enough to gain an impressive view of people's great efforts to overcome their difficulties, of their optimistic belief in progress through education, and finally of their openmindedness and warm hospitality.

The paper focuses on political change and assumes that education in Nigeria, as elsewhere in the world, will be expected to contribute to political reconstruction. The limitations of schooling for planned political socialization is analyzed. Although the paper's observations refer particularly to Nigeria, they are meant to apply generally to the relationship between school and society in any nation. It also discusses obstacles from several sources to using the schools as an instrument for political change that also cast serious doubt on their availability for such efforts.

This paper is based on current studies within the O.E.C.D. Directorate for Scientific Affairs on problems of educational development. More particularly, the data used in this paper derive from a more general study of problems posed by the expansion of secondary education in O.E.C.D. countries, which will be completed by the Organisation in the near future. The views expressed in the paper are those of the authors. The paper was originally presented at the Ghent Meeting of the Comparative Education Society. [ABSTRACT FROM AUTHOR]

This paper reports some observations and findings resulting from a pilot study of the use of nude models posing for art classes. What happens, simply, is that for certain art classes it is thought desirable to employ persons who will model in the nude for the students in the course. When instruction of this type is offered, the college or university must employ such a model. In this paper we will discuss some of the problems of finding and maintaining him or her, and the conduct of the students and model toward one another. [ABSTRACT FROM AUTHOR]

This paper has examined effects on mobility of education level, social class background, and strength of achievement motive. The attainment of some college education is shown to enhance greatly the likelihood of upward mobility and reduce the likelihood of downward mobility. However, much mobility is not attributable to the factor of education. Strength of achievement motive is shown to exert noticeable influence, on upward mobility especially, among persons who lack any college training. An analysis of the interaction of factors associated with social class background, strength of achievement motive, and level of education in the determination of mobility is offered; the analysis rationalizes both the absence of expected relationships between strength of achievement motive and mobility among persons from upper middle-class backgrounds, and the presence of such relationships among persons from the other social class groups. The correctness of this latter analysis will, of course, turn upon the results of future research in which more refined measures of social class variables are used. [ABSTRACT FROM AUTHOR]

This article focuses on a social research dealing with the changing institutional setting and social problems of the Israeli education. This paper has two aspects. One, its major one, will be an analysis of the development of educational system in the Jewish community in Palestine and later in the State of Israel, of changes in its organizations, social functions and problems. These changes will be related to broader social changes and development which have taken place in the social structure of this country. While these developments and problems have of necessity been specific to this country yet in some ways the general trends of their development can be compared to some parallel ones in other countries. Researchers shall attempt, at the end of the paper, briefly to draw some broader comparative indication. The focus of the concrete analysis will be the way in which the three major social spheres which constitute the "social arena" of education, family and youth culture and their interrelationships developed in the different periods of the development of the Yishuv.

The article presents information on the 21st annual general meeting of the Standing Conference on Studies in Education held at King's College in London, England, on December 15, 1972. The new Chairman of the Conference, J.R. Webster, of the of the University College of North Wales, Bangor, was elected at the beginning of the business meeting and took the chair throughout the day. Margaret Sutherland, of the University of Leeds, and S.J. Eggleston, of the University of Keele, were elected to the Editorial Board. The meeting endorsed the change of Publisher that had been negotiated by the General Purposes Committee during the summer, from Messrs. Faber and Faber to Messrs. Basil Blackwell of Oxford, to begin with this first Number of Volume XXI. The afternoon session was a private meeting devoted to discussing the future function of the Standing Conference in the light of the James Report and the White Paper. The morning session, however, following the business meeting, was a public session to which representatives not only of the universities and colleges of education were invited as normally, but also of the polytechnics.

This paper explores the effects of labour force participation, urbanization, and education on the fertility attitudes and behaviour of young women. The analysis is based on interviews with 3,590 women in Taiwan, aged 18-39 in the autumn of 1971. The survey differs from previous KAP type surveys in Taiwan in including both married and unmarried women. The results show that when education is controlled, neither work experience nor urban-rural background has much effect on the desired number of children. Work experience does affect the timing of marriage and childbearing so that women who have worked away from home tend to have fewer children at a given age than those who have not had this work experience. The greatest effect is for women who continue to work after marriage, who make up only a small proportion of married women. Since these women desire almost as many children as those who do not work, their lower actual fertility may be only due to a temporary postponement. [ABSTRACT FROM AUTHOR]

The main trend in urban/rural migration is a continuous gain, in net terms, of towns from villages and large cities. But this is a result of two distinct migration streams associated with the process of family formation. While before marriage there is positive net migration from villages to both large cities and towns (and from large cities towards towns), after marriage there is a tendency for couples to move towards villages. This is explained by the desire of families, particularly those belonging to the middle class to move out of the urban centres to better accommodation in smaller communities. Considerable variations in migrations within and into regions are observed. These reflect the continuation of long-term trends in internal migration (as described in Part I of this paper) in particular, population dispersal from Greater London and larger distance migration into the Southern and Eastern regions. Some social characteristics of migrants and non-migrants are compared. Associations between the intensity of internal migration on the one hand, and occupational status, education, social mobility and family size on the other are observed. An attempt is made to assess the extent of migration associated with the marriage process. Although this process increases mobility, its relative contribution to total adult mobility appears to be only slight. [ABSTRACT FROM AUTHOR]

The article focuses on the sixth general conference of the Comparative Education Society in Europe, which was held in Italy on June 4 to 9, 1973. The theme of the event was "Recurrent Education. Some working papers discussed include the following: survey of recurrent education's position and prospects; strategies of recurrent education; technological aids to comparative studies of universities and implications of recurrent education for upper-secondary education. Some speakers were Denis Kallen, R.L. Plancke, Giuliana Limiti and Sixten Marklund.

Editorial. Focuses on the employment of editorial staff of 'The Quarterly Journal of Speech,' as of December 1944. Benefit for editors to emphasize on problems in speech education for three years; Problems associated with the allotment of paper.

The article presents a discussion of the derivation and real meaning of discipline in education. It states that discipline, as concerning the disciple or scholar, is antithetical to doctrine. Hence, doctrine is more concerned with abstract theory and discipline with exercise and practice. It mentions that the articles in the issue of "Quest" are somewhat arranged arbitrarily, that suggests the individuality which each contributor was recommended to bring bear on his topic. Each author of the articles gives out his own technique of the theme from his own views.

The article presents a reply to the criticisms made by Richard C. Lewontin, a professor of biology at the University of Chicago on Professor Arthur R. Jensen's article "How Much Can We Boost IQ and Scholastic Achievement?" which was published in the winter, 1969 issue of "Harvard Educational Review." The Jensen theory concluded that individual differences in intelligence are predominantly attributed to genetic differences, with environmental factors playing a minor part. The author agrees with Lewontin's assumption that educational practices and educational psychology are still in the seventeenth century, especially with regards to recognition of group and individual differences.

The article presents the author's report on her impressions on the state of affairs of Russian scientists which includes the dismal attendance of a Soviet scientist in several international conferences which she explains to be the result, not of lack of interest, but by the refusal of visas to Russian scientists. Moreover, she cites the inability of the Russians to acquire apparatus for research purposes as one of the grievances that further alienated them. Notwithstanding the grievances, the Russian scientists expressed interest in the field of research abroad, the author reports that she exchanged knowledge with several Russian scientists and professors from various fields of study which included discussions on methods of computation, Fourier analysis and electron diffraction.

The article recalls the previous conference meetings related to the body-of-knowledge project in physical education. It includes the 1964 Western Conference Meetings, which tackles common problems, evaluate trends, and compare methodologies for furthering the advancement of physical education in all its aspects within the Western Conference. It also includes the 1965 Western Conference Meetings and the 1966 Western Conference Meetings. It also discusses the present status and future plans of the Big Ten Meetings in Chicago.

Superficially the education system has many of the key elements of a manufacturing organization: a product, tolerance limits for the product, methods for assessing product deviation, and a feedback system for making compensatory adjustments. These elements are: educated youth, educational goals or objectives, performance tests, and a reporting system. Their existence has led some 'managers' to attempt a wholesale application of the systems framework to education. This paper analyses some of the reasons for the comparative lack of success of such attempts. It is shown that rather than modeling the total system (which, because of its open loop characteristics, is probably an impossible task of limited usefulness), systems analysts should focus on those aspects of education which can be systematized. Such aspects are: resource allocation, scheduling, prediction systems (research and evaluation), and data-bank systems. It is considered that successful education system models require that: (1) the designers recognize that schools are political entities, and (2) the system must be focussed at the level of the individual student. The implications of these assumptions are discussed. [ABSTRACT FROM AUTHOR]

This paper reports a D.S.I.R. experiment in the application of programmed instruction to craft apprentice training.
An instructor at an apprentice school was trained to convert parts of the normal syllabus into auto-instructional programmes, such programmes being progressively reshaped in the light of the success of the programmes as a teaching device. It was found that, in addition to providing a teaching method fitted to the apprentice's needs, the system (when in operation for the ninety-day pre-apprenticeship period) also allowed an instructor to give much more time to personal tuition of individual apprentices. This proved a dual aid to pre-apprenticeship training and, in some cases, shortened the teaching time required, thus permitting extended production experiences under controlled workshop conditions before transference to the main works. [ABSTRACT FROM AUTHOR]

Intuitively it seems reasonable to assume that education may have some "treatment effect" on the individual. This paper reports some findings from a study exploring how education influences 1) information seeking, 2) number of alternatives evaluated, 3) decision time, and 4) venturesomeness in a buying situation. The following results were found - as expected - that, the higher the education the more active the use of information, the more alternatives evaluated, the longer the decision time, and the more venturesome in a complex buying situation. [ABSTRACT FROM AUTHOR]

Reports on the service of the U.S. Department of Education, Educational Resource Information Center (ERIC). Review of practical and theoretical documents which relate to the use of behavioral objectives in teaching of speech; Introduction of the humanitarian implications of specifying objectives and dealing with them; Summary of four ERIC documents.

Presents research papers in speech education which are in process or finished as of April 1925. Speech correction and voice science; Speech composition; Reading and dramatics.

This paper reports the results of the performance of a shortened form of the Drawing Rotation Test by African and English subjects. The Africans consisted of 14 illiterate subjects and 17 educated subjects. The English subjects consisted of 10 brain-damaged, 15 low grade, and 16 high grade mental defectives; 14 imbeciles; and 21 normal and 23 brain-damaged subjects of about normal intelligence. The illiterate Africans rotated considerably and significantly more than any other group and did so in accordance with precise laws of organization of the tartlet material. [ABSTRACT FROM AUTHOR]

This paper has shown that there is a marked variation in the extent to which Iranians avail themselves of the religiously sanctioned option of having more than one wife. Generally, the higher the occupational status the greater the incidence of polygyny, and the higher the education the less the incidence. [ABSTRACT FROM AUTHOR]

The article presents a note on the effect of explicit instructions on prestige suggestion. This paper will concern itself with a methodological aspect of many of the experiments performed on the problem of prestige suggestion, namely, the problem of the instructions given to the subjects. The phenomenon of suggestion has been of great interest to both social psychologists and psychologists in general. In the three decades numerous experiments have been conducted in this field. The usual procedure in many of these experiments has been to give some questionnaire twice with, perhaps, a month between administrations. The first time the subjects are given the questionnaire with no special instructions. However, upon the second administration or shortly beforehand, the experimental group is subjected to some type of suggestion. For example, they might be told that the majority of their group or that a certain "prestige" group answered the questionnaire in such and such a way with the expectation that this time the subjects would shift their answers to conform more closely with the rest of their group, or with the "prestige" group. The effect of suggestion is usually evaluated by comparing the subjects' responses on the first and second administrations.

This paper embodies the results obtained from a questionnaire submitted to 848 college students at Northwestern University and the University of Wyoming. Of the 848 replies to the questionnaire, 295 (146 from men and 149 from women) were secured in 1929 from students at Northwestern, and 553 (276 from men and 277 from women) were obtained in 1939, 10 years later, from students at Wyoming. The questionnaire embraced 50 questions, each of which posed some relatively familiar and concrete situation or item of behavior. Respondents were asked to evaluate each of the 50 acts or situations in terms of a scale of "rightness" or "wrongness" ranging from 1 to 10, assigning a value of 1 to those deemed least wrong or not wrong at all, and a value of 10 to those judged most wrong or "wrongest" possible. No special justification can be given for the employment of this particular scale; indeed, it was not expected that many, if any, respondents could actually discriminate with the degree of precision provided by the scale.

This paper is the third of a series of systematic studies of sex differences in a university population which the writer has completed over the past five years. The first two studies were concerned with a search for differences in the fields of perception, intellect, and motor-coordination. The present study has attempted to get at the feeling and emotional aspect of the two sex-groups. Unfortunately, as was the case in the two previous studies, we have had to limit our study to a university population. The subjects, whom we shall designate hereafter as S's, were university sophomores who were taking their beginning course in psychology. All S's live in the large industrial city of Detroit or its environs. They live at home, and commute to and from the university. In terms of economic status, our subjects come from homes whose economic status is probably lower than is the case of the homes of students who attend private or state colleges and universities.

The article traces the impact of mass breakthoughts witnessed in the field of education at school and college level in 1960s on education in 1970s in various countries. In Europe, it is largely the "upper secondary" level which is likely to be impacted. The impact in the U.S. is likely to be different from Europe due to various reasons. The paper primarily concerns the mass elites of Europe and Japan. It analyzes how the whole situation might appear to an economist, and how the perceptions of recent and prospective changes are related to perceptions of the nature of people and their variabilities in potentials for learning and productive life. 1960s was a decade of fantastic world-wide expansion in educational establishments, both public and private. Educators offer a viewpoint which is different from economists. For them, one of the more interesting implications of the economist's way of thinking must be with respect to the use of student time even among pupils too young to participate in the labour force. Pupil time is inherently limited, and hence costly.

This paper reports on a study which examined the input parental status has on the timing of career decision. Data for this study were collected by means of questionnaire from graduating seniors from 24 colleges and universities. It was hypothesized that students from upper-status parents would choose their future career later in their life than would students with lower-status parents. Although the data tend to support the hypothesis, it seems to hold more true for females than for males. This difference was attributed to the varying emphasis placed upon the responsibility for the achievement of success. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to determine whether, using 1960 census data, differences do exist in occupational and educational attainment for second-generation males of United Kingdom, German, and Italian background, in Northeastern United States. The data are presented with controls for age so that analysis may be made separately for those who were becoming educated and becoming employed in two quite different periods in our nation's social and economic development. Additional data from the 1960 census are presented to view the educational and occupational pattern for the three groups throughout the entire United States, by geographical regions, and for a smaller age category (25 to 34) than that presented in the other tables, in order to determine how typical the Northeast region is of the entire country. [ABSTRACT FROM AUTHOR]

The paper presents the address given by the author during the general session of the Midwest Sociological Society's 25th anniversary meeting on April 13, 1962, in Des Moines, Iowa. It discusses the author's experience with the society and his participation in its previous annual conferences. During his term as secretary of the society he has observed the changes in the structure and the functions of the society since its reorganization in 1937. The most important phenomenon having implications for a regional society is the decline in regionalism of American sociology. Regionalism, in the sense that it existed in 1937 has disappeared. The birth of the society have a significant impact on the origins of modern American sociology. The educational institutions established by notable members of the society have contributed to the production of doctor of philosophy degree in sociology.

This article reports on one part of a larger study of the academic labor market being undertaken in the Higher Education Research Unit at the London School of Economics. A more comprehensive treatment of its contents is given in a mimeographed paper available on request to the author. He is grateful to Gavin Osmond for data collection and computational assistance; to Mark Blaug, Harry Johnson and Ray Richardson for helpful discussions; and to the National Board for Prices and Incomes for sponsorship of the whole project.
The aim of this paper is to hint at the place of British University teachers in the professional wage structure. More specifically, present discounted values of lifetime earnings are calculated for university teaching and for a number of occupations (so-called 'similar' occupations) which university teachers might enter as alternatives to their chosen profession. This has great relevance to the problem of occupational choice and the efficiency of the labor market. The word occupation is defined here by the sector in which the individual works and not by the training he has received. Thus a University Chemist and an Industrial Chemist are defined as separate occupations, although they may be doing very similar work. Similarly a Social Scientist working in the Civil Service is classified separately from a University Social Scientist. It is precisely because we wish to determine how the university teacher with a given training would fare in a different sector (e.g. government or industry) using his same human capital stock that the occupations are so defined. [ABSTRACT FROM AUTHOR]

A large amount of literature on the theory of economic growth has been preoccupied with a variety of growth models analysing somewhat artificial problems by employing a high level of abstraction. Some attempts, however, have been made to add contents to these boxes. The empiricists have been interested mainly in the fundamental problem of identifying quantitatively the sources of productivity growth. Initially these studies were restricted to the contributions of the classical inputs: i.e., labor and capital in physical quantities. The results suggested that the contribution of these classical inputs was not quantitatively large. A large residual remained to be explained. To account for this large residual, research moved into two somewhat different directions. On the one hand, qualitative aspects of the classical inputs were subjected to quantitative analysis. On the other, new factors, such as 'education' and 'research and development' were introduced into the framework. Few efforts have been made to develop an explicit relationship between these two approaches. The present paper is an attempted marriage, one hopes a happy and contagious one, between the qualitative aspects of the classical inputs and the new exogeneous factor. Accordingly, we provide a quantitative estimate of the impact of education, (education defined in terms of school years) on the efficiency of labor. The finding is that this impact is positive, and the elasticity of labor efficiency with respect to schooling is around 1.6. The plan of the paper is as follows. We first outline a generalized production function. In Section 2 a labor efficiency education function is developed which defines the impact of education on labor efficiency. Section 3 outlines the model and analyses the conditions for identification. An empirical estimate based on time series data for the United States non-farm sector is presented in Section 4. We postulate a general production function, namely, x[sub 0, sup -p =... [ABSTRACT FROM AUTHOR]

The main goal of this paper is to describe general trends of social mobility in Yugoslavia. In so far as available sources allow, the vertical aspect of mobility will be stressed and more attention will be paid to intergenerational movements than to intragenerational ones. The description of the main lines of mobility is based on the data collected by the Pilot census of the Yugoslav population which was carried out in April 1960. This source has been combined with and checked by, wherever it was possible, the data of an investigation of the Institute of Social Sciences into the structure and mobility of the Yugoslav working class. Researchers tried to utilize some other sources of Yugoslav official statistics in the discussion of particular mobility problems. As mentioned before, the main source for the analysis of gross intergenerational mobility was the 1960 Pilot census of population. It had a subsample wherein all inhabitants above the age of 14 years were requested to give the information about the occupation and school attainment of their father and mother. In order to be able to measure the distance of intergenerational movements, respondents were asked to state parental occupations at the time when their parents had supported them. In cases when someone other than their parents supported them, respondents were asked to state the latter's occupation and education.

The present paper extends the analysis in two ways, it investigates a complex of possible economic, social and political determinants of social mobility and it employs techniques of multiple regression and partial correlation analysis. Unfortunately, the analytical study of comparative social mobility is still in the infant stages of development and no reasonably well-developed hypotheses exist which specify the "crucial" intersocietal determinants of mobility. Consequently, several economic, political and social variables have been selected from the ponderous mobility literature for the statistical analysis. Inadequacies of much basic data, the tortuous realigning of occupational categories to achieve some semblance of comparability and distortions of the statistical techniques require the recognition that the analysis can only be regarded at best as suggestive. With these limitations in mind, it will be seen that five mobility determinants, gross national product, per capita, education, political stability, urbanization, achievement motivation in concert account for more than 80 percent of the manual and nonmanual outflow mobility variance among twelve nations.

The importance of scientific work depends on the number of scientific values it brings out and the extent to which allowance is made for each of these values. A perfect paper in social science should, among other things, build on safe data applicable to a representative sample. According to the nature of the research work concerned they have to weigh deliberately the gains obtained in certain respects against the losses incurred in other respects, or at least attempt to proceed as if they have done so. Different research workers easily come to weighing out the elements differently. There may be agreement about the scientific values but not about the weights to be attributed to them in research work. It is easy to acquire a knowledge of scientific values. It is difficult to adapt them. This is, however, a circumstance of which young research students are ignorant. Instead, they revolt at finding that such a large number of investigations turn out to be failures in so many respects. Later on, when they start doing their own investigation, they have to realize that there is a great distance between their aspirations and their results.