Many evaluation researchers are now attempting to synthesize quantitative and qualitative approaches. Although such efforts appear to carry great promise, some subtleties and incompatibilities of these approaches are perhaps being overlooked. Implications for social inquiry are discussed. (Author/GDC)

Provides evidence that the Creek Nation's population increased during the late eighteenth century following a low point about 1750. Uses linear regression to project the Creek Indian population before the 1813-14 Creek War. Suggests that basic demographic factors may have played an important role in precipitating the Creek War. (SB)

Describes an inexpensive and versitile interface which can be readily adapted to many on-line experimental projects in scientific fields by educators who are not computer experts. Hardware and software requirements are noted. (JN)

Commenting on Dobbert et al's article in this issue, argues that the best data on the transmission of culture can be obtained by combining a variety of methods, focusing on one domain and on a limited set of hypotheses at a time. Believes that, ideally, collaborative studies are required. (RDN)

Dobbert et al defend their model of cultural transmission. In answering eight commentaries, focus is on (1) their holistic perspective on learning; (2) their desire to occupy a middle ground between ethnographic detail and generalized law; and (3) their attempt to place their holistic thesis within the ethnographic tradition. (RDN)

Explores use of uniquely developed microcomputer programs at Purdue University Undergraduate Library which provide reference service when reference personnel are unavailable. These programs, which allow patrons to query specific subjects of interest, also generate statistical summaries used for development of library instruction programs,…

A study evaluating long-term effects of a training model in human sexuality on teachers' knowledge and attitudes indicated that attitudinal changes were not maintained over time. Knowledge decreased more in educators who did not actually teach human sexuality. (Author/DF)

Effective internal evaluation requires dependable data for decision makers. Influences on clinical and fiscal data dependability are discussed. The focus is on organizational influences, data quality control, and staff concerns. (Author/PN)

Conducted a content analysis of research articles (N=80) published in professional journals to assess the reliance on one family member for data to be generalized to the conjugal or family unit. Results showed that over time (1965-1978) there has been a continued reliance on individual family members for data. (JAC)

Describes a model project at Fort Hays State University in which college students gather basic research data from older adults during summer vacations in their hometowns. Examples of successful projects and constraints on the implementation of such a model are discussed. (JAC)

Characteristics of adult college students enrolled in identical open learning formats offered through a consortium in six states were compared. The findings are presented by a general descriptive data of student characteristics at the various universities for course offerings and chi-square test results. (Author/MLW)

Although it is perfectly responsible and permissible for scientists to disagree in interpretations about the meaning of a body of data, to suppress or cover up harmful effects data is highly unethical, irresponsible, and contrary to most canons of the scientific community. (Author/RK)

Declining test scores have been a major cause for concern in the past year. Describes the decline and explores some possible causes. (Editor/RK)

Article considered the problems inherent in data collection and information dissemination as a result of the development of computerized personal information systems. (Author/RK)

A participatory process by which a useful costing and data management system was developed at Chapman College is described. The system summarizes information on instructional workloads, class sizes, and the costs per student credit hour for academic programs. Costs incurred in other areas to support each program are included. (Editor/LBH)