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The article compares institutions in the U.S. in the undergraduate training of doctor of philosophy in chemistry in the five major occupational specializations of chemistry; biochemistry, inorganic, organic, physical and analytical chemistry. The baccalaureate origins by institution and occupational specialization were obtained from data gathered by the research staff on Scientific Personnel of the American Council on Education. When the institutions are compared by the number of baccalaureate graduates who earned the doctorate in the various fields of chemistry during the years 1936-1948, one finds that the University of Illinois ranks first in all fields except physical and biochemistry. Several schools rank much higher much higher in one field than they do in the total group or other specializations.

The author discusses the two types of liberal arts intermediate degree, including the Master of Philosophy degree and the Candidate in Philosophy. He states that qualification for the intermediate degree may be identified first by the completion of a course program or by the attainment of a general level of scholarly competence as analyzed by a graduate faculty. He notes that intermediate degree is thought of as a consolation prize for individuals who try for the doctorate and fall short of the mark. He discusses that Master of Philosophy degree is applicable either to a terminal program for a different group of students or as a recognition for doctorate students.

A graduate seminar conducted by several prominent accountants invited from industry, government, and public accounting has proved to be a worthwhile addition to the curricula at the University of Missouri, Columbia, Missouri. Time is also allotted for private student consultations. Students participate in the course by responding to and questioning the discussion leader, by summarizing the informal discussions for publication and by writing technical papers on related topics. Development of abilities to recognize; define, and analyze current accounting problems is an important part of any graduate program in accounting. The ability to write clearly, logically and forcibly comes mainly from disciplined practice under the guidance of a critical audience. While many courses in the accounting curriculum may offer the opportunity to practice writing, all too few provide critical guidance to point the way for improvement. The success of the program depends to a large degree upon the calibre of the guest speakers and the novelty and significance of the message they have to deliver.

The article profiles Milton Orville Pella, president of the National Association for Research in Science Teaching. He is the recipient of the Forty-Ninth Science Education Recognition Award. He was born on February 13, 1914 in Wilmot, Wisconsin. He married Germaine Marie Reich in Clinton, Iowa on December 8, 1944. He received his bachelor of education degree from Milwaukee State Teachers College in Milwaukee, Wisconsin in 1936. Pella is a member of the National Association for Research in Science Teaching, National Science Teachers Association, Central Association of Science and Mathematics Teachers, Southern Wisconsin Education Association and American Association for the Advancement of Science.

The article evaluates the educational background and performances of doctorates in the U.S. The climax of formal academic training is the earned doctor's degree from a recognized institution of higher education. The doctorate gives the recipient a learner's permit to proceed with intellectual explorations of his own, and the degree may therefore be said to serve as the mark of the scientist and scholar. The investigation demonstrated the effectiveness of a particular technique for gathering interesting and previously untabulated data. The objective of the study is to collect and examine a body of evidence which might yield clues as to which factors in the early life of students may have been related to their eventual academic success.

The article examines the reactions of state superintendents and state chairmen of North Central Association Committees to a questionnaire pertaining to the recommendations for Master's degree preparation for master teachers of biological sciences in high school. It discusses the involvement of colleges, universities, state departments of education, and regional accrediting agencies in the establishment of standards for instruction and for the organization of curricula for graduate work and for Master's degree preparation in the biological sciences.

This article focuses on the certification requirements necessary to teach science in various states in the U.S. Any attempt to formulate an adequate program of training for teachers of science must focus on present practices and tendencies. The subject matter that teachers teach in the classroom and the experiments carried out in the laboratory are the result of a psychology of education that attained its predominance in an earlier period. The state certification laws of many states are an obstacle to the immediate improvement of science teaching. A degree in science and 18 hours in education are required to teach science in Alabama. The 18 hours in education include 8 hours in special methods, observation and practice teaching in major and minor fields. A bachelor's degree in science, one year college post graduate work and 18 hours in education are required to teach science in California.

Discusses how college teachers can answer college students' questions about the practical utility of a degree in General Speech. Teachers' refusal to take seriously the occupational salience of higher education for students; Liberal arts-oriented study of human communication; Pre-professional stance within the scope of its traditionally liberal orientation.

This article examines some of the things that the insurance professor can do to attract insurance majors at the University of Georgia. The suggestions put forth in this article are not presented as a magic formula, but with diligent effort on the part of the professor, significant results have been achieved. These results can he measured in terms of number of undergraduate majors, elective enrollment, graduate work, and the graduate enrollment. In April 1970, there were 126 undergraduates majoring Risk Management and Insurance courses. On the other hand, the number of undergraduates enrolled in the same courses on an elective basis has climbed steadily in recent years. For instance, in the 1969-1970 school year, 1,137 undergraduates were enrolled in risk management and insurance courses. However, growth in the graduate program, on its part, has not been as dramatic at the undergraduate level, but it has grown significantly in the same period; with approximately 15 masters candidates indicated their major interest as risk management and insurance. Perhaps the most significant growth has some in the area of graduate enrollment on an elective basis. Meanwhile, in the 1969-1970 school year, an insurance seminar was offered for the first time, and 122 graduate students took this seminar on an elective basis. It appears that the demand for this course will continue to grow, because the course has become regarded as a standard elective for the Master of Business Administration degree. These results have shown that students can be attracted to major in insurance and to take risk and insurance courses on an elective basis.

The article describes the nature and extent of the doctoral study in insurance in the U.S. The de facto practices make the accurate appreciation of doctoral programs hard to acquire. The data used in the study are based on the effort to use official and unofficial sources to learn about certain current practices in 35 prominent institutions offering doctoral work in business and economics. Doctoral study in insurance involves two principal considerations, the insurance fields both major and minor, and dissertations which are based on insurance topics. Continuation of doctoral programs in insurance depends on the successful candidates finding good teaching jobs upon graduation. The availability of jobs depends on colleges and universities continuing to offer undergraduate course in insurance.

The article focuses on the issues related to the teaching profession. The word "doctor" has come to be equated with medical practitioners. Most people do not differentiate doctor in the teaching and medical professions for the reason that they do not comprehend that the title "doctor"refers to the degree and not to the profession. It has been suggested that the requirements for the degree should be made to bear a more meaningful relationship to the work expected of such professionals.

This article focuses on a study, which examined the development of education curriculum and occupational choices among college students. The educational psychologists base their explanation of this phenomenon on the dynamic changes in student preferences. The economic theory of choice stresses not only preference but also the constraints, which limit the set of feasible alternatives available. The approach concentrates on the constraint side of the choice calculus by implicitly assuming that student preferences do not change. Students actually switching curriculum groups are assumed to do so because they have acquired more information about their alternatives. Student preferences are for bundles of courses, which represent the fulfillment of alternative degree requirements. A student selecting a given bundle has essentially agreed to conform to a set of explicit rules governing that particular bundle. These rules involve certain distributive and major course requirements that must be fulfilled. Also, a minimum overall grade point average must be achieved in order to graduate.

Statistics relating to accounting majors and programs give an idea of the statistics of demand for accounting education, which is merely the other side of the coin indicating the statistics of supply for the country over. Some estimate of the social importance of the subject is also possible from the figures. The statistics show the relative importance of accounting in the total offerings of collegiate schools of business. Data available are of use in still other ways, including the problems they raise as to teacher supply and logistics of space and time in scheduling classes, providing physical facilities, etc. An interesting disclosure is the extent to which "general" courses, representing the usual elementary, intermediate and advanced study in general accounting, cut into total hours offered. The one-year course in cost accounting that is found in more and more schools covers important topics that still take an inordinate amount of space and attention in so-called intermediate accounting courses.

The article presents the author's experiences of his higher and professional education. After matriculating in 1932, the author reached the next stage in the British educational system, Higher School Certificate. Since on the basis of the results of this examination, State scholarships are awarded for next three years, the author sat for the Cambridge examination and won a major scholarship in Natural Sciences worth £100 a year. The author obtained a first class honors in his Bachelor of Arts degree and was therefore encouraged to stay at Cambridge and work for the research degree of Doctor of Philosophy.

The article reports that the Dept. of Education and Psychology of the North Dakota Agricultural College has introduced a basic curriculum in the degree program which includes, among others, a course in research methods which is a study of methods and techniques acceptable at the graduate level. Through topical study, oral reports and seminar-type discussion the student is familiarized with the rigid criteria of the scientific method in research. The nature of various methods, such as the historical, experimental, and survey, is explored, with attention given to the proper use of the questionnaire, interview, activity analysis, tests, and the case study. Fair sampling, statistical criteria and other basic elements in research also receive consideration.