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Data are analyzed on 70 organizations in Britain (Birmingham), Canada (Toronto), and the United States (Ohio) using standard scales of Autonomy of Decision Making, Functional Specialization, and Formalization of Role Definition. The results show more written documents in North American organizations, but only marginal differences between countries on autonomy and specialization. [ABSTRACT FROM AUTHOR]

The effects of education on current migration propensities in the United States are examined for each age group, and an estimate is made of how these age-specific differentials cumulate over a lifetime in determining the number of times that individuals at different educational levels can expect to move over the course of their lives. The independent effects of age, education, and occupation are also examined. Two other sections investigate trends in educational selectivity of migration in the United States and international comparisons of occupational differences in migration. [ABSTRACT FROM AUTHOR]

An area of research in which sociologists and historians would seem to share a rather obvious concern is that of social change. In his presidential address before the joint meeting of the Canadian Historical and Canadian Political Science Association, S. D. Clark emphasized this. "We cannot become students of change," he said, "without becoming historians. It is only by looking at what has happened to societies of the past, and over time, that the sociologist can derive the data on which to build his principles of social change." That is to say that the study of social change requires recognition of processes in time and must deal, insofar as time past is involved, with evidence that is historical. The student of social change must become a historian and the historian, insofar as he is interested in understanding and interpreting general processes, must become a social scientist. When, however, one searches the literature for particular studies of historical social change, one's findings are meager indeed, especially if one's standards, theoretically and methodologically, are reflective of those of contemporary social science, and one's historiographical standards, of contemporary history. If, in addition, one is searching for social change studies of a particular national history, then the material is even more limited. For this reason I have expanded this review, which was originally concerned with the American nineteenth century only, to include two studies of English history, because these two studies include important theoretical and methodological contributions to the study of history and social change in America. [ABSTRACT FROM AUTHOR]

The article focuses on the idea of the U.S. to have free trade with Canada. Americans must realize that they are no longer dealing with a small and insignificant Dominion, but Canada that has emerged from nationhood into a position generally recognized as that of a world power. Canada has certainly achieved enough since 1939, and given the U.S. such outstanding aid, as to be able to demand the fullest equality of consideration. The Dominion has not even accepted lend lease aid from the U.S., but has paid the U.S. for all war materials or manufactured articles imported from the United States for the use of its military or naval forces, while raw materials bought from the U.S. by Canada for use in making armaments for England were debited to England under lend-lease. In these war relationships Canada's aim has been the mutual benefit of both countries without any selfish purpose or any objective that it was not willing to share with the U.S. or any other country. If the Dominion is now met with similar evidences of American good-will and the desire to make the U.S.'s postwar relations as close as those between the individual American States, and not in a horse-trading spirit, not only will the two countries profit, but the whole world.