Design of Out-of-the-Lab Science Exhibits for Enabling Learning Experiences: A Research Proposal

The importance of a general public being informed about science and technology has never been greater. Research institutions add to informal science communication with face-to-face events, during which the public interacts with scientific prototypes, functioning as science exhibits, in order to learn about science. The relevance of these out-of-the-lab science exhibits, for enabling the visitor to actively learn through experiences, has neither been explored nor recognised. This article illuminates this relevance, context and background, concluding with a research procedure

Juvenile Court: The Legal Process as a Rehabilitative Tool

The author\u27s study, reported in this comment, had two objectives. First, it attempted to determine whether a juvenile\u27s experience with the traditional sociological model or with the legal due process model is more likely to motivate him to feel positively toward the legal system. Second, this study attempted to measure the attitudes of the professionals in the juvenile system (judges, attorneys, and caseworkers) toward the two models. The results of the study, although not all were statistically significant, indicated that although the professionals favored the traditional sociological model, the use of the legal-due process model was more likely to result in the offender\u27s feeling that the legal system was fair. If, as a result of these positive feelings toward the legal system, the offender is more likely to become rehabilitated because of his perception of the legitimacy of the rule of law, then the legal due process model possesses more promise as a rehabilitative device than does the traditional sociological model

Toward a language theoretic proof of the four color theorem

This paper considers the problem of showing that every pair of binary trees with the same number of leaves parses a common word under a certain simple grammar. We enumerate the common parse words for several infinite families of tree pairs and discuss several ways to reduce the problem of finding a parse word for a pair of trees to that for a smaller pair. The statement that every pair of trees has a common parse word is equivalent to the statement that every planar graph is four-colorable, so the results are a step toward a language theoretic proof of the four color theorem.Comment: 18 pages, many images; final versio

The Ursinus Weekly, May 21, 1956

Gladfelter to be speaker at Commencement on June 4 • Baccalaureate to be conducted by Methodist bishop • Scout fraternity inducts members at banquet • Jones and Donia write new UC song • Frosh choose soph rulers for Fall • Football squad meets; Plans for Fall season • Dean Pancoast to receive Ph.D. • Creager to speak at clergy confab • Chess Club holds election • Bell schedule for exams • Construction to begin soon on Paisley, Stauffer, and Beardwood dormitories • Miss Stahr cited for DPA award • KDK votes for officers • WSGA officers, members installed at banquet • Pi Gamma Mu chooses members, has election • Apes elect new officers • Editorial: Black is still not white; A gem of a Ruby • U.C. says hi to English visitor • My trip to a grad research center • Tau Sig elects new leaders • Officers of O Chi chosen • Two frat pinnings announced • Neborak cops most outstanding athlete award at annual Varsity Club banquet Mon. • Netgals beat Penn; Drop only loss to Bryn Mawr, 3-2 • Bears beat Mules; Seven marks set as Lehigh romps • Bruins stopped by Dutchmen, LaSalle, Smash Rutgers; 19-1 • Netmen top Hens, LaSalle & Houndshttps://digitalcommons.ursinus.edu/weekly/1453/thumbnail.jp

Parent, teacher, and peer expectations: How they are perceived by academically gifted preadolescent males and females

This study examined the perceptions of a group of preadolescent males and females who were enrolled in academic replacement programs. The targeted issues were the expectations of parents, teachers, and peers as they related to the students\u27 giftedness. Data were collected using a questionnaire and results were compared by gender. Both males and females expressed that parents, teachers, and peers outside the classroom held exaggerated expectations. Males, much more than females, perceived inflated expectations from parents. The impact of these findings on gifted programming is discussed and recommendations are made for further research and for the continued development of comprehensive approaches to gifted education