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1. 1. A major larval-specific serum protein (LSP) found in species throughout the order Dictyoptera cross-reacts with a specific antiserum against Blattella germanica LSP. 2. 2. Cross-reaction, measured by the Oudin test, is inversely proportional to phylogenetic distance from B. germanica as described by McKittrick (1964). 3. 3. Termite and mantid LSP, but not cricket, cross-react with the antiserum. 4. 4. LSP varies tenfold in concentration during the molting cycle, with a peak close to ecdysis. Similar fluctuations occur in each larva-to-larva molt but a larger fluctuation occurs during the metamorphic molt. 5. 5. LSP disappears in the adult with a half-life of 2 days at 30°C.

In a four-phase study with rats serving as subjects, a multiple-baseline technique was used to assess the relationship between runway behavior and odor cues. The results show that behavior was controlled more by the cue property of odor than by memory.

In most social evaluation research it is difficult to achieve the degree of experimental rigor possible in an applied behavioral study. This study illustrates how the evaluation researcher can increase experimental rigor in the analysis of social interventions. In the first evaluation, a variation of the time-series design that offered maximum experimental control given the limitations of the situation, was employed to evaluate the effects of a specialized home-burglary police patrol. This design revealed that no effects could be attributed to the patrol. In the second evaluation, a multiple baseline-like design was possible in determining the effects of a police walking patrol. This design revealed that the patrol produced an increase in crime reporting but not in arrests. Social interventions often occur in a manner that allows varying degrees of experimental analysis. The evaluation researcher must attain optimal experimental analysis given the limitations of each social intervention.

After a detailed consideration of Saporta's (1966) “paradox of second-language learning” as a point of departure, the nature of paradoxes in general is discussed, particularly the conclusions they force upon a researcher. The nature of Saporta's paradox is then dealt with in terms of the linguistic aspects of second-language learning. This leads to the proposal of a research strategy involving profiles of idealized learners with specific types of individual differences. Detailed suggestions are provided for experiments relevant to the way individuals actually learn second languages.

perform successfully and skilfully the many and often complicated nursing procedures taught in the classroom? In our school we tried several methods of checking this but none of them proved satisfactory. As the school grew larger and more complicated treatments were used, the question became more disturbing. Several years ago a foreign nurse coming to us for experience in our wards, showed, as part of her credentials, a little book of practical experifar the most atisfactory method that we have tried. The accompanying photograph shows first a small cloth-covered book, two by five inches, which the student receives at the same time she receives her cap. The books are signed up to date by the instructor in practical nursing and are presented at the "capping" ceremony. The first page pro