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The article presents discussions by economists on some papers that are published in the May 1, 1970 issue of the journal "American Economic Review." The author states that his comments are directed mainly to the paper by economist R. Radner and L.S. Miller. The author is particularly interested in the data Radner and Miller have assembled on variations in faculty-student ratios among groups of institutions and over time. However, before commenting on that aspect of their paper, the author wants to know how student aid is treated in their analysis. The author cannot tell from the paper itself how this variable has been handled and yet it is clearly of great importance in many cases. To return to the faculty-student ratios, the intriguing question is, of course, related to observed patterns. The difficulty that Radner and Miller have had to-date in finding systematic relationships between faculty-student ratios and other variables, or even in presenting much in the way of conjectures, attests to the complexity of the problem. It also serves as a challenge to economists to come up with some ideas of their own. In this spirit, the author suggests that variations in faculty-student ratios can be understood only in the context of more complete behavioral models for various groups of institutions.

The article presents a news brief related to research at the University of Minnesota Industrial Relations Center in Minnesota, as of July 1, 1972. The research of faculty members Mahmood Zaidi and Mario Bognanno is highlighted. Topics of research at the institute include labor unions, organizational behavior, and personnel management.

This article presents discussion regarding understanding of economics by the whole population. American Economic Association has organized a meeting concerning this issue. According to the author, the far-reaching significance of this development is still only dimly realized. The authors of these three stimulating and instructive papers have referred repeatedly to the National Task Force on Economic Education. members of the American Economic Association realize how much the economics profession owes to the Committee for Economic Development and the Joint Council on Economic Education for initiating this frontal attack on economic ignorance, for putting this Association in the forefront in this nation-wide effort, and for giving the economics profession full academic freedom, for the content of these several programs. Although it is only right that the economists themselves should receive full credit for their professional performances. But without the stimulation, encouragement, and financial support from National Task Force report, Material Evaluation Committee report, and television series it would not have been possible to discuss the merits and limitations of the report of the National Task Force here.

The article presents the abstracts of several papers on economics published in the July 1965 issue of the "Southern Economic Journal." The first paper of the journal is "Short-Run Returns to Scale and the Production of Services," by W. David Maxwell. The second paper "The Association of Income and Education for Males by Region, Race, and Age," by Roy L. Lassiter, employs correlation and regression techniques and data from the 1960 Census of Population to analyze the relationship between income and education for males in South and non-south areas of the United States by race and age. The third paper "The Cyclical Behavior of Consumers' Income and Spending: 1921-1961," by Saul H. Hymans, focuses on personal consumption in an attempt to judge whether any environmental or behavioral changes which may have occurred in the past four decades in U.S. economy have acted to reduce the cyclical sensitivity of important component of gross national product. The fifth paper of the journal "On Liquidity and Transaction Costs," by H. Laurence Miller, attempts to clarify the concept of liquidity while investigating the relationship between liquidity and transaction costs.

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.

The paper focuses on the high value of human time. It deals with two widely different population equilibrium concepts. It extends the explanation of the secular increases in the value of human time. It takes a critical look at the usefulness of the household model in analyzing fertility in countries characterized by high birth and death rates and by substantial increases in national income in a context where the level of the economic value of human time is very low and not increasing much. The idea of a population equilibrium is viewed strictly as an analytical concept to guide economic thinking in deriving testable propositions pertaining to fertility. Two very different concepts of a population equilibrium are formulated. The first concept, as it was envisaged by the early English economists, has long been a standard part of economics. It assumes that the supply of land is fixed and that diminishing returns gradually increase the price of food as a consequence of population growth. The foundation of the second concept is the high price of human time relative to the price of the services of material factors and goods.

This paper has two principal aims: (1) to analyze and measure how the demographic variables-mortality, fertility, and immigration- affect the cost of education; (2) to evaluate what possibilities developing countries, such as those of Latin America, have for a rapid educational improvement. The paper relates demographic and educational variables of three different populations: Sweden, 1840-1965; the United States, 1850-1960; and Latin America, 1930-2000. Three educational variables are also cone sidered: (a) school attendance rates by sex and age; (b) distribution of students of same age by grade; and (c) cost of student by grade. Demographic changes in countries such as Sweden and the United States were favorable for the development of education. For the future, unless an increase of fertility occurs, mortality and fertility changes will not have a significant effect on the cost of education in these countries. In current less developed countries the demographic changes during the past were less favorable to educational development. A future reduction of fertility will significantly help them to achieve a higher educational level. [ABSTRACT FROM AUTHOR]

Statistical data which may be useful to students of economic change are presented in this paper. It interprets long-run statistical series on the growth of educational employment in the United States, Great Britain, and Germany, and provides information on the changes in the relative importance of employment in public schools to total governmental employment and to total employment over the long run. Finally, an analysis of the statistical record indicates that some potentially interesting interrelationships exist between the different proportions of school-age population attending public school, teacher-student ratios, and different ratios of school-age populations to total employment in these countries. [ABSTRACT FROM AUTHOR]

The scarcity of qualified teachers, which is expected to become more acute in the years ahead-is the basic reason for offering any course by television as opposed to conventional methods. The decision to experiment with the offering of courses by television at Penn State was encouraged by a grant from the Ford Foundation's Funds for the Advancement of Education. A standard, widely-used textbook was employed for all sections of the course. It is felt, however, that any of several recognized elementary accounting texts would have been equally adequate. Although not used to any great extent it is possible to show films, slides, and film strips. Also by the use of a suitable projection device it is possible for the television screen to show the instructor writing on a regular-sized sheet of paper. One disadvantage of teaching by television as opposed to conventional methods is that, under most conditions, the conversation is one way. There can be no discussion or answering of the students questions.

The many new proposals advanced during the past few years for financing higher education have been promoted, almost without exception, by appealing to their important and favorable equity consequences. What is meant by the term "equity"? To what degree will various proposals help achieve greater equity, however equity is defined? What kinds of side effects might these proposals produce in the process of achieving greater equity? Questions like these are difficult to answer because no systematic framework for analyzing equity and equity effects has evolved. Traditionally, equity has been viewed as a normative matter, and consequently, little attention has been given to developing the tools required to analyze it. The need for answers to the questions posed persists, however, and this paper offers a starting point in the search for answers. It might best be viewed as an essay on equity as applied to the provision and finance of higher education. This paper focuses on undergraduate higher education. While there is jointness in the production of undergraduate education and such activities as graduate and professional education, research, public service, and the array of other activities known as higher education, it is also quite apparent that most undergraduate students are enrolled at institutions almost exclusively concerned with undergraduate teaching. It is not inappropriate, therefore, to concentrate only on undergraduate education. The focus is, moreover, on students rather than instiutions of higher education, because public policy presumably seeks to benefit students by producing more or less higher education. [ABSTRACT FROM AUTHOR]

This article presents a study which seeks to break down the income differential between whites and non-whites in the U.S. into two categories: a differential resulting from differences in productivity factors not directly related to employment discrimination, and a residual unaccounted for by differences in productivity factors and which may result largely from employment discrimination. The paper provides estimates of the importance of various factors in explaining the money income differential between white and nonwhite urban males, 25 years of age and over, in 1960. Also presented in this paper are estimates using both mean and median earnings data for males in nonfarm occupations and consideration of regional differences in earnings differentials between white and nonwhite males. After adjustment for differences in education, scholastic achievement, age, region, and city size, the nonwhite median income is estimated between 81 and 87 percent of the white for urban males and 77 and 86 percent for males in nonfarm occupations .The results indicate that a large portion of the income differential between white and nonwhite urban males is the result of differences in quantity of education and scholastic achievement. Whites and nonwhites differ not only in quantity of education, but also in scholastic achievement level. Nonwhites are over represented in southern states. This reduces their income relative to whites because: incomes of both whites and nonwhites are lower in southern states than northern states and; the income differential is greater in southern states. Moreover, nonwhites are overrepresented relative to whites in the larger cities. Nonwhite urban males were overrepresented in the prime earning age categories in the U.S. in 1959. The South is generally believed to be more inclined toward employment discrimination than the North.

The great bulk of all direct human wants that are administered to by human work break down into two groups of final objective services to the person: in one group, the last, preconsumption stage consists of commodities supplied to the person in his household of which the three main categories are housing, clothing, and food and drink; in the other group, services occupy the corresponding step and include five main groups education, travel, entertainment, health protection, and communication. Each of these eight primary supply categories has an economy of its own. In terms of human damage, the food economy of technologically advanced populations is everywhere afflicted with twin diseases: one damages food suppliers only and the other damages food eaters. The twin diseases spring from a common origin: failure to use productive capacity. For future, long-run policy in the food economy every technologically advanced country has successful indigenous models in its own system of economies.

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Studies of American scientists have shown that prestige of institutions and departments affects the productivity of scientists and the recognition scientists receive from the scientific community. Data On 203 British scientists, collected by personal interviews, show that recognition for scientific contributions is distributed independently of social factors in the society. These differences are apparently explained by the selective elements of the educational system and the organization of scientific research and funding. The division of labor within science in experimental and theoretical roles, however, results in more recognition for theorists because of the value of theoretical contributions. Within the three types of theory, phenomenotogists are the most recognized, which fact .suggests that extent of scientific development affects the evaluation of theoretical contributions. Role differentiation should be considered in future research to understand the effects of the various degrees of the division of labor in science. [ABSTRACT FROM AUTHOR]

Measures of political involvement, perceptions of political cleavages, and political beliefs are developed from interviews conducted in 1962 with formal leaders and voters in four middle-sized Wisconsin cities. Leaders and voters are divided into those with some college education and those with less than college. The relative effect of holding a leadership position versus having some college education upon political attitudes and behavior is the key problem of the paper. Both leadership and education are found to be independently related to all attitudes and behavior analyzed. Leadership is more important than education with regard to the "quantity" of political involvement; education is more important than leadership with regard to the "quality" or "direction" of political beliefs. [ABSTRACT FROM AUTHOR]

The Detroit Area Study, a continuing graduate training and faculty research program, was established in 1951 at the University of Michigan. The basic goals and procedures of this organization were described in a paper given by researcher Ronald Freedman at the 1952 meetings of the American Sociological Association. This article attempts to summarize and evaluate the training operations of the Detroit Area Study during the first eight and one-half years of its existence. Coincidental with the establishment of the Detroit Area Study, the Department of Sociology at the University of Michigan removed the requirement of a formal masters' thesis for completion of the M.A. degree. This action was taken in the belief that most first-year graduate students, possessing very little experience in empirical research and no research funds, would benefit more from participation in a program of the type described below than from individual work on an M.A. thesis. At this time, there was also a growing conviction among many social scientists of the need for student experience in a social laboratory which would be analogous to the laboratory of the physical scientist.

The article presents information related to academic achievements, academic appointments and several other research activities related to rural sociology in universities in the U.S. The journal "Rural sociology" has shared in the tripling of the number of majors in the graduate faculty of sociology as compared with he last semester. The enrollment in the major course in rural sociology in the first semester is 120. Dr. Alan Westerman has been added to the staff as instructor and Mr. Alan Hugg, B.A., University of Manitoba, Master of Education, Springfield, as graduate assistant. Columbia University has organized a university-wide seminar on rural life in this year considering the family farm. The staff includes an economist, an anthropologist, a historian, a psychologist, two rural sociologists, a rural educationist, and a librarian. Professor W.A. Anderson of Cornell University, has participated in the 1946 session of the American Institute of Cooperation at Purdue University, held between August 26 and 30 presenting a paper entitled "The Need for Cooperative Education."

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 paper offers a framework for the sociological study of formal education, with particular reference to the social history of the United States. After a brief discussion of American interpretations of the role of education in society, the paper focuses on how groups and individuals have shaped and used formal education as part of their efforts to achieve social mobility or maintain positions on the social scene. The social groups which sponsor educational programs, the professional groups which do the teaching, and the students who constitute their clienteles are explored in turn, with special attention to the educational consequences of conflicting social interests. [ABSTRACT FROM AUTHOR]

This paper begins with some conclusions about age at marriage that are consistent with the available data in the United States. A second section considers evidence from American sources that bear on these propositions. Where the generalizations outrun the evidential support, this fact will be noted. In the colonial and early national periods of the U.S. people married quite early. During the nineteenth century the age of marriage rose. From 1890 to 1960 the median age at first marriage has declined about two years for women and three for men. There is a negative correlation between age at marriage and marital stability, i.e., the younger the age at marriage, the less stable the average marriage. There is negative correlation between age at marriage and socio-economic status, i.e., median age at first marriage is lower for the lower socio-economic strata than for the higher. Among those who marry young the level of education completed is relatively low and the proportion of women already pregnant is high.

This paper describes an attempt by Pittsburgh's Community Action Program agency to put the idea of citizen power into operation through confederating the city's eight neighborhood citizens' councils and providing them with professional leadership. An encounter between this new confederation and the Pittsburgh board of Public Education over two programs provides many lessons regarding the constraints to and dilemmas of citizen participation under the sponsorship of a community action agency. What came out of the experience was that although the citizens' group did exert some influence on the board's decisions, It was primarily on nonbasic Issues on which the two groups' Interests did not clash. [ABSTRACT FROM AUTHOR]

John Dewey once characterized Americans as a people thirsty for absolutes. In the areas of culture and civilization, however, it appears that not too much progress has been made toward a definitive distinction. The "Cumulative Book Index" lists five cross references for "culture"—civilization, value of college education, learning and scholarship, self culture and education. This paper represents an attempt to clarify the structure of the concepts culture and civilization to the end that a more definitive use of the terms may be proposed. It also will attempt to provide illustrations of various ways the terms themselves have been and are being used. In order to begin such a review it becomes necessary to propose certain limitations of meaning and usage that will allow the reader to follow the discussion more readily. An attempt was made to clarify the structure of the concepts culture and civilization by the use of a schematic design within which were placed arbitrary thresholds designating different stages in the development of man's non-biologic life.

John Dewey once characterized Americans as a people thirsty for absolutes. In the areas of culture and civilization, however, it appears that not too much progress has been made toward a definitive distinction. The "Cumulative Book Index" lists five cross references for "culture"—civilization, value of college education, learning and scholarship, self culture and education. This paper represents an attempt to clarify the structure of the concepts culture and civilization to the end that a more definitive use of the terms may be proposed. It also will attempt to provide illustrations of various ways the terms themselves have been and are being used. In order to begin such a review it becomes necessary to propose certain limitations of meaning and usage that will allow the reader to follow the discussion more readily. An attempt was made to clarify the structure of the concepts culture and civilization by the use of a schematic design within which were placed arbitrary thresholds designating different stages in the development of man's non-biologic life.

This article summarizes the data on socially and economically underprivileged Americans. This paper considers the disadvantages of low status, the restriction of "life chances" which low status carries with it. From this point of view, the tendency of different aspects of status to "cluster" together takes on the aspect of a vicious circle. Thus, the lack of financial reserves prevents people from taking advantage of the few opportunities for making more money which do present themselves; the people who need it least have friends who can lend them money in an emergency. Moreover, the economic restrictions, because of the accompanying lack of education and perhaps a certain adaptation to submission and failure, result in psychological restrictions which reinforce the economic. For example, those who need it least are under the most social pressure to keep themselves informed and to participate in community activities; not being able to go to college not only prevents a person from acquiring a college education but also makes it much less likely that he will use those educational opportunities which are available to him.

The paperboard group manufactures a heavy kraft and chipboard called liners, which form the outer and inner surface of combined board in the container industry; also a chipboard used in containers and a manila and cupboard with a special surface finish for folding boxes. The container group uses the liners and chip by passing even layers together to make and heavier board called solid fiberboard, or by Inserting a corrugated or fluted straw sheet between two liners there is made a corrugated board. The folding box group accepts the board as made by the mills, and without combining It, print and cut into finished product. The term container is used to designate a box or outer package made of paper fiber, and while limited In gross dimensions may be of any size or shape. The container group has the largest membership of our three divisions and represents about seventy five percent of the output of the country. This totaled in 1924 1,260,000 tons. It is with this group that the accounting work has been done and principally in connection with the corrugated branch.

This paper offers an analysis of some of the paradoxes in current nursing education and professional organization with specific relation to the health needs of people and the goals of nurses. How these problems can be dealt with in terms of education and practice is then discussed in terms of positive steps now under way. [ABSTRACT FROM AUTHOR]

This article focuses on educational selectivity of net migration from the south. A recent bibliography on internal migration in the United States during the period 1940-1957 lists 29 references on selectivity of internal migration. A few of these sources deal with educational selectivity of internal migration and thus provides with base lines and hypotheses for further study. However, none of them deals specifically with education selectivity of migration to and from the southern region of the United States, the specific focus of this article. The focus of this article is on net migration during the decade 1940-1950 among people 15 years or more of age in 1940 by region, residence, age, sex, color, and educational level. The basic data are taken from the United States Census of Population, 1940-1950. The method of analysis is the now familiar residual or survival rate method. The strengths and weaknesses of this method have been discussed by a number of demographers. There are 1,728 primary cells in the tables showing the results of the analysis.

The article is a response from the author on the comments made by sociologist Earl R. Babbie. In his paper Babbie criticizes the design on the ground that it is not entirely suited to the problem in question and, more specifically, it provides too few cases of Jews. This problem was recognized in advance and the then-director of the Detroit Area Study, made arrangements with certain members of the Jewish community in Detroit to obtain the necessary funds. As a guide to future investigators, the author feel Babble misses one important point. Once a large scale project involving any number of people is underway, it acquires a momentum of its own and the investigator often finds that be can bait it only at the risk of total disaster. Like a juggler, he sometimes finds that be has to choose quickly between allowing one ball to get away or all,and faced with that choice will usually relinquish the one. The sample closely resembles the universe in terms of occupation, education, income, frequency of temple attendance, party preference and family size, to cite but a few of the more important instances.

The article presents an update on issues related to the American Accounting Association (AAA). AAA created a manuscript contest that aims to encourage research among the younger members of the association. Funds will be made available by AAA in the future in order to provide salary support for members who conduct short periods of full-time research activity. Financial assistance grants will be made available by AAA for projects in the areas of educational accounting. A book will be published by AAA after the completion of its project on accounting education.

The article focuses on significant differences between the U.S. and Canada requirements for the Certified Public Accountants (CPA) and Chartered Accountants (CA) certificates. In the U.S. the examinations and requirements are set and administered by an agency of the state government while in Canada the provincial institutes of chartered accountants determine the requirements. The author compares the CPA requirements of New York State, Illinois, California and Alabama with the Ontario CA requirements. The practical experience requirements for the prospective CPA or CA vary between jurisdictions and even within the same state or province depending upon the candidate's formal education. At the present time, all states included in the sample except Illinois require some experience before the certificate is awarded, although California does not require any prior to the taking of the examination. The candidate in New York State must obtain three years' experience before he is eligible to complete taking the CPA examination while in the case of California the length of experience required not only depends upon the amount of formal education but also upon the type of practical experience gained by the candidate.

This article reports that the Editorial Board of the journal "Education for Teaching" welcome the opportunity to explain the policy of the journal. Journals concerned with teacher-training, or sponsored by teacher-training institutions, have had a checkered career in the U.S. "The Journal of Experimental Pedagogy," for example, which was sponsored by the Training College Association, published many distinguished papers but eventually disappeared. When the system for training teachers was reorganized after the war the new Association of Teachers in Colleges and Departments of Education (ATCDE) published "The Bulletin of Education," a miscellany of articles on training, papers on other aspects of education, reviews, and Association news. It was decided that the ATCDE journal should concern itself primarily with the problems of teacher-training and that the title should consequently be changed to "Education for Teaching," which also reflects the general acceptance of the broader aim implied by the word education as opposed to training for teachers.

The article presents a letter from the President of the Academy of Management regarding the differences in education, research, development, and management between Europe and the U.S. The article discusses the views of Jean-Jacques Sevan Schreiber, author of the book "Le Defi Americain," who predicts that by 1980 the three greatest industrial areas in the world will be the U.S., the USSR, and U.S. business investment in Europe. The author gives suggestions on how Europe can close the gap with the U.S. in education, technology, and management.

The paper presents comments of the author on the article "The Alternative Before Us," by Harry G. Johnson. The author heartily concurs with nearly everything in Johnson's thoughtful paper that hears upon current problems of providing equity in education. However, the author cannot quite concur in his description of the history of education in the U.S. and Europe. Differences were more basic than Johnson allows. Native as well as foreign-born Americans typically believed that a child should and could rise above the station of his parents and that the most effective route was to obtain more education than his parents had. School attendance requirements were lax; but vast members of students chose to remain in school after departure was legally permitted. Parents demanded expansion of facilities to accommodate them. In Europe, in contrast, the vast majority lacked faith in economic and social advancement through education. Much of the inequality stems from higher education, but this does not mean that a program to equalize public expenditures for investment in youth should be limited to higher education.

The paper presents comments of the author on the article "Equity and the Finance of Higher Education," by Lee Hansen. Hansen has dome a through job of laying out a smorgasbord of schemes for finding college education and highlighting some of the main equity considerations. He observes that efficiency arguments based upon external benefits lack empirical footing and than proceeds to the analytically less ambiguous but equally unsustained equity issues. Here the very range of his discussion serves to emphasize the diversity of objectives and the lack of factual knowledge. Frankly, the author finds it hard to criticize the paper for sins of commission to given the state of data, for sins of omission. Alternatives are reported generally without taking sides and the author cannot fault the report. Instead of serving as critic in the traditional sense, let the author summarize a few points and then add to the speculation. Further, the distribution of attendance viewed as attendance probabilities by parental-income class is more equal than it would be in a system of full charge without accompanying loan programs.

The article presents information on instruction in Accounting at the New York University as experienced by the author himself. In this University men who undertook to teach accounting when the school was organized admitted that they had very little idea of what it was all about. They got some men from the practical field, out of accountants' offices, to come up in the evening and talk to a small class of about thirty students. They were full sized books of accounts and they were accompanied by a syllabus of transactions and the members of that class were required to work out these transactions, put them into the books and make some statements from them. This proved to be of very great interest. The Instructor or professor who handled the Class in problems was a very busy practicing accountant He gathered a number of C.P.A. problems that was the basis for the whole thing in the early years; and he worked out his own solutions on pieces of paper which he kept In the lower left-hand drawer of his desk, filed away with the problems. There were no pedagogue in the group of faculty. They were hard-headed, practical accountants, most of them, but they had very few and hazy ideas about teaching.

The article presents the use of slides in accounting instructions. During 1937 Accounting Department at the Ohio State University, purchased a 3X4 slide projector. Most of the slides consisted of solutions to problems and were used in classes which could be scheduled to meet in the room equipped for projection. It is not necessary to prepare separate copy for each slide in a step-by-step series. All of the slides in the worksheet series were prepared from a single copy of the complete illustration. This was accomplished by blocking out portions of the copy with white paper. The projector can be adapted for use in various size classrooms by means of lenses of different focal lengths. This type of machine because its fan is noisy, can he used more effectively if it is placed behind the students. The fan is necessary because of the high wattage of the lamp required to permit projection in a lighted room. Any type of white surface is suitable for use as a screen for black and white projection.

The article discusses issues related to subjective powerlessness in the U.S. The paper focuses on changes since 1952 in citizen efficacy or feelings of control over government for various sub-groups in the U.S. population such as blacks, blue collar workers, Southerners, Jews, young and old people. As with most issues in the study of social change, there is widespread disagreement on trends in citizen efficacy for industrial societies such as the U.S. Most theory predicts trends in objective powerlessness, rather than subjective powerlessness, although it is possible that trends in objective powerlessness do not match trends in subjective powerlessness. Within the U.S. at each point of observation, powerlessness does not vary much by stratum, except when education and race are used as indicators. And within the white population, some of the differences are heavily explained by educational differentials. It therefore seems fair to conclude that white subordinate interest groups are not oriented toward government as a result of what would seem to be objective powerlessness but more on the basis of their educational achievement.

In 1967 the U.S. Office of Education developed a network of laboratories devoted to the understanding of the development of young children from birth through 8 years of age. Originally designated as the National Laboratory in Early Childhood Education (NLECE), its purpose was to foster basic research that would contribute to our understanding of how best to educate the young child for optimal developmental outcome. A component of the resources was devoted to research during the infancy period, and in 1968 the Kansas-based Kansas Infant Research Laboratory, as part of the Kansas Center for Research in Early Childhood Education, became part of the NLECE. The studies reported in this paper were, in large part, supported by the Office of Education through the NLECE program that eventually became the National Program in Early Childhood Education administered by the Central Midwestern Regional Education Laboratories. More recently the funding source has been shifted to the newly organized U.S. National Institute of Education.

The article compares the contributions of various business schools in the United States to leading scholarly journals of business based on the averages of institutional rankings across the principal functional areas from the periods 1961 to 1965 and 1966-1971. In order to have an overview of the total scholarly contributions of the top business schools, the simple averages of their rank orders in the fields of accounting, finance, marketing, management science and operations research, and personnel management and administrative science were computed. The various schools were then listed in ascending order based on their average ranking over the five fields.

This paper examines top institutional leadership in both the public and private sectors of society-industry; communications, transportation, and utilities; banking; insurance; law; civic and cultural affairs; government; foundations; education; the military; personal wealth; and political finance. The purposes are to develop a systematic definition of a national, institutional elite; to measure the concentration of authority in top institutional positions; to examine the extent of interlocking and specialization among institutional elites, and to describe the pattern of recruitment to top institutional positions. The study data do not really permit any inferences about interaction, communication, informal association or mutuality of interest, among the institutional elites. But it is believed that debate over the concentration of power in the U.S. will be better informed by continuing attempts to systematically define institutional elites, to measure the real extent of interlocking and specialization, and to examine the actual paths of recruitment to top institutional positions.

The number of institutions of higher education increased by about 28 per cent in the United States from 1956 to 1967. This increase was partially caused by rising demands for college sciences and by over-crowding of existing facilities. It also reflected the belief of educators and legislators that more high school graduates would attend college if these graduates could attend a campus close to home. In this paper student choice patterns in counties with and without college facilities are examined to determine whether the presence of a college in a county affects the proportion of students from that county attending college, and a relationship exists between the presence of a given type of college in a county and the type of college chosen by students from that county, and students prefer to attend distant colleges when similar colleges are located nearby. Contradictory evidence exists on whether the proximity of colleges affects the demand for colleges. Corcoran and Keller used 1957 Minnesota data to focus on the difference between the proportions of metropolitan and non-metropolitan area residents going to college.