Education & Pedagogy

Describes the Alabama Space and Rocket Center in Huntsville, Alabama as stimulating experience for students in aerospace education. The center has the largest collection of space-age hardware assembled under one roof, a Space Flight simulator, a Skylab space station mock-up and many more interesting exhibits. (BR)

Describes an unusual learning experience available to eighth-grade students in Louisiana through exposure to a World War II B-25 simulator. The flight simulator is used to motivate students in the science area, develop an awareness of flight problems and challenges and provide exposure to the electronics career field. (BR)

Describes a unit on aerospace education which can be presented in a social studies class. Outlined are the aims, materials and procedures for presenting a short unit on the impact of science and technology on society. (BR)

Sets forth a proposed university/industry/government cooperative aero educational program to combat present curriculum deficiencies in existing programs. The basic proposal urges professor/engineer exchanges, work study programs, government/industry input into curriculum and surplus equipment funneled into the educational program. (BR)

Cites the teacher certification requirements of states for aviation teachers as a way of assisting high school administrators and teachers in determining proper qualifications for teaching aviation courses. Special attention is directed to Colorado, Illinois, Kansas, Oregon, New Mexico and Texas for their reasonable but different approaches to certification. (BR)

Reports findings from two questionnaires administered to participants of aerospace workshops which utilized the National Aeronautics and Space Administration (NASA) materials and resource personnel. The findings gave a broad picture of aerospace workshops across the United States. (BR)

This article is an example of the paternal concern of the Communist Party and the USSR government for the rural family and of the rendering of maximum assistance to rural working people in the rearing of their children. (Author/ND)

Contends that the conclusions of currently available studies regarding the redistribution of income through higher education subsidies cannot be derived from the evidence presented because of the use of one year as a sampling frame when evaluation should be based on lifetime income and tax streams. (JT)

Examines the scope of modern military law and its special characteristics, identifies clientele and membership of the military bar, and reviews civilian and military educational programs in military law with special attention to that of the U.S. Army Judge Advocate General's School. (JT)

Comments related to the reorganization of the higher education system in China in recent years are presented. Interviews with staff members of Peking's universities and colleges resulted in a better understanding of some of the trends and problems prevailing and these facts are summarized. (EB)

Recognizing a need for population education at the elementary level, the author surveyed 200 children's books to determine their appropriateness to the population problems of today. Overall results indicated very few books concerned with population problems and a need for emphasis on man's relationship to these problems in future literature. (MA)

Describes the Air Pollution Episode Game (ARPEGE) designed to address the problem of dealing with acute episodes which may extend over several days. Presents an overview of the game and gives details on staging the game including the use of role influences. (GS)

Reviews the work of John Brademas, chairman of the House Subcommittee on Select Education, with jurisdiction ranging from child care to federal role in cultural activities, and second ranking member of the Subcommittee on Postsecondary Education. Notes his role in past legislation and his views on present issues. (JT)

The essential and inescapable interrelatedness of mind with body, theory with practice, content with process, and ends with means is maintained and the statement whatever one does or does not do is inescapably value-laden asserted in humanistic education. Between humanities and humanistic education resides a shared spirit and inspiration. (BJG)

Discusses the issue of whether education should seek to improve society or merely to transmit and maintain existing cultural values. Examines the impact of community education and life-centered curriculum on the nature of the school-community relationship and on education's role in society. (JG)