Presents sixteen questions designed to measure the level of scientific and historical knowledge that professors, researchers, and students possess in the area of physics and the arms race. (CC)

Suggests that there are possible dangers in using the history of science in science education. Examines arguments that young and impressionable students at the start of a scientific career should be shielded from the writings of contemporary science historians. (JR)

Discusses two types of historical projects conducted by O-level pupils at Clifton College: studies of famous chemists and projects on the development of industrial chemicals. Indicates that a project in the history of chemistry is characterized by its practical and philosophical approach to chemistry study. (CC)

Questions whether the stated attitudinal aims in secondary science subjects actually reflect the attitudes that scientists develop and profess. In particular, objectivity, open-mindedness, and the desirability of possessing "scientic" attitudes are seriously questioned. (JR)

Describes the present status of science as an industrialized-affluent culture resting upon a public woefully lacking in scientific background and scientists with activities taken in by nihilism. Suggests all scientists actively work together through teaching, talk, and behavior to counter the forces of anti-science and nihilism. (CC)

Discusses the controversy about the discovery of element 72, involving Urbain's isolation of celtium, Dauvillier's reexamination of celtium samples, and Coster and Hevesy's announcement of the existence of hafnium. Indicates that the Copenhagen workers are finally accredited for the element discovery in their x-ray spectral studies. (CC)

Discusses employee benefits offered to various manufacturing industry workers, especially for chemical professionals. Indicates that in the chemicals and allied products industry, such benefits averaged more than 30 percent of payroll in 1971. (CC)

Reports the present status of manpower supply and demand in the biological sciences. Comparisons of manpower data (in terms of degrees awarded and college enrollment) are made between the biological sciences and the other sciences and professions, and some of the implications are discussed. (JR)

Summarizes research studies made early in this century in the fields of cellulose, starch, proteins, and rubber. Included is a description of factors which give rise to the concept of very long, chain-like molecules. (CC)

The author provides dialogue: to define science; to show scientific combinations; to distinguish between projects that are science and those that are not; and to consider the justification for continuing scientific research. (DF)

This study has illustrated that the phenomenon of accommodation or acculturation in values does exist during the course of a scientist's early career, and that such acculturation is to some extent dependent upon the working environment into which the scientist enters. (Author)

Special issue devoted to foreign language instruction in adult education. (WB)

Scientific techniques are applied to the age-old search for abundant and healthful food. (Editor)

Selects technical and popular writings from three scientists in each of four fields, and finds differences in the visual-verbal imagery which each field uses. (MB)