Bull Sessions Research Articles

In search of training materials for supervising teachers

One of the constants in teacher education is the contention that supervising teachers are inadequately prepared for their role.1 In response to this situation, teacher educators have devised a variety of workshops, courses, and training programs. Some of these attempts are mundane, involving nothing more than bull sessions or dull homilies delivered by an ossified director of student teaching. Other training approaches, however, are creative attempts to prepare supervising teachers for their work with student teachers. Among the latter group are: the use of microteaching,2 residency or internship in supervision,3 integration of supervisory theory with laboratory practice,4 the use of video tape,5 released time workshops on specific topics.6 In spite of these creative training approaches, it is doubtful whether potential supervising teachers are being provided with skills they need to direct student teaching experiences. A basic assumption of this article is that potent training technologies, e.g., video taping and internships, are of minimal value unless accompanied by carefully developed training materials. Since such materials are organized around specific skills and contain a sequence of training for each skill, they enable a training technology to focus its full power on a limited target. The major purposes of this article are to describe the training materials which do exist,

Bull Session — Operation and Maintenance of Domestic Waste Disposal Systems Discharging into Ground Waters

Bull Session — Operation and Maintenance of Domestic Waste Disposal Systems Discharging into Ground Waters

Session L. Physical Acoustics (Biophysics) III: Bull Session, Interaction between Ultrasound and Biological Media

There will be opportunity for informal discussions on various topics, including (i) mechanisms for biological effects of ultrasound, (ii) safety levels for medical ultrasound, and (iii) dosimetry.

REPLY TO the Discussion of Robert C. Bolger, on Bull Session 4–Aquifer Protection and Rehabilitation

REPLY TO the Discussion of Robert C. Bolger, on Bull Session 4–Aquifer Protection and Rehabilitation

DISCUSSION OF Bull Session 4–Aquifer Protection and Rehabilitation–January‐February 1972 Issue

GroundwaterVolume 10, Issue 3 p. 45-46 DISCUSSION OF Bull Session 4–Aquifer Protection and Rehabilitation–January-February 1972 Issue Robert C. Bolger, Robert C. Bolger Project Manager, Tipton and Kalmbach, Inc., 300 Insurance Building, 831–14th Street, Denver, Colorado 80202Search for more papers by this author Robert C. Bolger, Robert C. Bolger Project Manager, Tipton and Kalmbach, Inc., 300 Insurance Building, 831–14th Street, Denver, Colorado 80202Search for more papers by this author First published: May 1972 https://doi.org/10.1111/j.1745-6584.1972.tb02925.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article. Volume10, Issue3May 1972Pages 45-46 RelatedInformation

Bull Session 4–Aquifer Protection and Rehabilitation

GroundwaterVolume 10, Issue 1 p. 73-87 Bull Session 4–Aquifer Protection and Rehabilitation First published: January 1972 https://doi.org/10.1111/j.1745-6584.1972.tb02902.xAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume10, Issue1January 1972Pages 73-87 RelatedInformation

“Teach or Perish”

Such partly serious statements have permeated the social air of college coffee houses and dorm bull sessions for years. Critical comments now are taking on a more sophisticated tone and de serve the widespread national attention they are receiving. College and university faculties are being drawn dramatically and unmistakably to the point of a major decision which will affect the entire future. These basic teaching problems will not go away but will compound until a satisfactory solution is found. A first major problem involves college faculties who have been unwilling to meet the challenge of intellectual honesty in evaluating their own instruction. The recent call of research has brought an overpowering competition for the talents of many competent college instructors and a second major threat to competent teaching. And a new breed of college student has emerged to express his candid judgments on a wide range of issues in the world about him. One issue is his college education. As a natural outgrowth of that, producing high quality college teaching is a legiti mate and logical choice for his thoughtful at tention. There is little need to labor the fact of student dissatisfaction with current teaching practice in college. The problem is real and tangible, the solu tion is not. Problems well recognized are : Good teaching is not properly rewarded. There is not now a means of impersonally and objectively measuring the quality of teaching. Too many teachers do not understand or care to recognize the total process of teaching. Frequently professors are not available to stu dents outside of class lectures.

The Take-Off into Sustained Controversy

These brief quotes can serve as an excellent introduction to the volume under review. Solow was able, in a single phrase, to capture the main theme of this International Economic Association conference. And Gerschenkron adds a justified plea for tolerance on the part of critics. My own impression can also be stated at the outset: the boys may have had a fine bull session at Konstanz back in 1960, but as a book it doesn't add-up to much.

Private and public communications in physics

The problem of communication among physicists has grown more and more acute in the past few years. Discussions of this crisis have ranged from innumerable bull sessions during coffee breaks, through frequent editorials in scientific journals, up to a formal report of a special panel of the President's Scientific Advisory Committee, headed by Alvin Weinberg.

Some Hidden Factors behind a Probation Officer's Recommendations

The article reports on an informal "bull session" held by pro bation officers whose primary function is to make a presentence investigation of adult candidates for probation in the criminal courts. The group met for the express purpose of looking into some of the less obvious factors which may, consciously or uncon sciously, influence a probation officer's recommendation to the court in a particular case. Discussion centered in some rather searching questions which called for and elicited interesting and frank responses.

Florida Entomological Society

The Florida Entomological Society, an affiliate of the ESA, will hold its 46th annual meeting at the Outrigger Inn, St. Petersburg. Florida on September 12–13, 1963. Registration will begin the evening of September 11 at which time there will also be a “Bull Session” meeting. These discussion sessions have become a regular part of the Florida Society's meetings in recent years. They are informal but under the direction of a chairman and, for some topics, a discussion leader. Topics are solicited ahead of the meeting time, but may also be brought up on the floor.

Senior Financial Analysts Look into the Future

THE SUNNY CAMPUS of Beloit College was the meeting place in August of 129 senior Financial Analysts who assembled for one week's study covering various phases of the economy and the stock market that encompassed the fundamentals of analysis as well as researching future trends. Representatives from the banking profession were the largest group with Financial Analysts from investment houses and insurance companies making up the next segment. Investment counsellors, mutual fund advisors, industrial corporations, educational institutions, foundations, and one or two free lance advisors were also represented. The program set forth three phases of formal instruction: lectures; discussion groups and panels or working sessions. The after-hour bull sessions provided the occasion for many useful exchange of ideas. The lectures were conducted by men from a variety of colleges ranging from such universities as the Harvard Business School, Massachusetts Institute of Technology, the University of Chicago, and the business school at Stanford University. Nearly all lecturers held advanced academic titles and were specialists in their respective fields. Following the lectures, discussion periods were conducted in the late afternoon and early evening. Meetings were moderated by members of the Board of Regents of the Seminar and the lecturers answered questions posed by Analysts attending the discussion periods. These meetings were lively and informative. The informal get-togethers in the evening provided occasions for lively exchange of ideas. Here, over a little libation, vigorous debates were held covering the outlook for the economy and the stock market; the best methods for handling the gold problem and the balance of payments; the value of electronic computers for Financial Analysis; and many other vital subjects of current interest to all Analysts. As the Beloit Seminar is conducted on an off the record basis to permit both lecturers and participants to express opinions freely, the identity of specific ideas with any one individual will be avoided. Summarizations in this article not only include ideas expressed in lectures and discussion periods but also the various points of view brought up during informal meetings. Monetary Policies and the Balance of Trade

THE NATURE OF ESSENTIAL HYPERTENSION

more than middle-aged physician. One Little Gleam is a book to be read in fits and snatches. It is something to catch the casual passing minute. Let us hark back to glimpse an intimate vignette of the year 1932. Despite the author's protest that it is not a diary of events, it crystallizes notions dis¬ tilled in bull sessions in whatever way they were elevated or directed or even diverted and diluted by reading journals. It savors the raw, frustrating, and tragic experiences of intern life. While its main appeal is to phy¬ sicians, its down-to-earth contact with the daily life of the house staff of a large metro¬ politan hospital might even serve as a useful antidote to the discords of those who fill the press with poisonous recriminations against physicians and against modern-day medicine. The major attraction of the book will be for the Class of the Early Depression, the years when the very notion of security was not mooted and when everybody was not only willing but eager to work. Sometimes crushed down by the present, they were fearful of the forboding future. The fears they feared

Psychotherapy of Chronic Schizophrenic Patients

This volume represents an attempt on the part of seven psychiatrists and one anthropologist to report a series of bull sessions devoted to discussing their extensive clinical experience with schizophrenia, and some summarization by the editor. discussion roams from diagnosis, dynamics, communication, effect, cause, and cure to the special problems of the therapist treating severely disturbed patients. Addressing themselves to the question of this group seems to go through stages paralleling the experiencing of the therapeutic psychosis, as described by Whitaker and Malone in The Roots of Psychotherapy (New York, Blakiston Company, 1953). In the course of their ramblings, everything becoms psychosis: All children are born psychotic; all therapists are psychotic or have a need to become more psychotic; all patients need to become more psychotic before they can become less psychotic. By immersing themselves in what seems to be psychopathologic exchange, where no one answers anyone

Brain pickings - storage random access (human)

As publicized in PGPT-2, on 19 March 1957, one of the two special evening Symposia at the IRE National Convention was devoted to the theme: MICRO-MINIATURIZATION - The Ultimate Technique." The following six invited speakers, recognized national authorities in their field, contributed: C. Rrunetti, E.F. Carter, H.A. Stone, Jr., Brig. Gen. E.R. Petzing (ret.), J.R. Moore, and W.Y. Hamilton. Reprints of these talks were published in Part 6 of the 1957 IRE National Convention Record. For the purpose of this "bull session," the following represents quotations from the above talks, which have been freely assembled to emphasize the case in point. Editorial manipulation is noted, and proper credit is given.

An Untapped Teaching Potential

One of basic assumptions of college edu cation is that students will help each other. Obvi ously, it is more economical to teach students in groups rather than one at a time, but another reason for having students study in classes is that they will be in a position to be mutually helpful. It seems, however, that this opportunity is largely missed by many students. They come to be competitors rather than cooperators. Our grad ing and honor point system tends to make lone wolves of students. Indeed, heavy penalties are often threatened if students undertake to be helpful to each other. There is much evidence, on other hand, that college students have more than their share of basic human impulse to be helpful in mat ters of mutual concern. In any class, regardless of measures to encourage or to discourage coopera tion, small groups or pairs of students will be observed to ply each other earnestly with ques tions and advice. Most of us will grant that bull sessions at soda fountain, in students' rooms, or in casual meetings on campus did as much to advance our education as many college classes were able to do. A good deal has been written lately concerning phenomenon commonly labeled dynam ics. The principles have been widely applied, particularly to group situations in which changes of attitude and realization of new concepts are among chief objectives. The so-called shop plan relies on development of a high standard of cooperation among members of group, and this approach has recently become very widely adopted in teacher education and in-service work with teachers. Kelley (5, p. 77) in describing workshop way of learning says that two way communica (in contrast to traditional one way lecture) is in keeping with democratic ideal, which recognizes, not only worth of each indi vidual, but also fact that each individual in a group knows something that no one else knows and can contribute something no one else can contribute. The workshop helps to reduce barriers between members of group and to build up confidence, each in himself and in his associates in group. Thus communication becomes natural and free. Rasey in This Is Teaching (8, p. 5) says: Teachers do not educate. They are bystanders. It is experience that educates. We facilitate learner's experiencing so that he becomes more skilled in living and learning. At least it must seem to student that such a skilled leader as Dr. Rasey has given way as center of interest in class in favor of students and their real concerns. The great skill required of one who is to be such a bystander successfully can be ap preciated only by those who have tried to teach in workshop way. The objectives and ideals of method are pretty well accepted. It is art of doing it that we need to learn. Whitehead (9, p. 139) speaks of function of a university in preserving the connection be tween knowledge and zest of life, by uniting young and old in imaginative considera tion of learning. I should think that conclud ing phrase of that quotation is key. There would be very little use in uniting youth and age in a way that would deny this potential of coop eratively stimulated imagination. Perhaps one of basic implications of an attempt to stimulate greater cooperation among students in process of their own education is that heavily dominant personality of teacher shall give way to a teacher-inspired self respect and personal dignity on part of individual students. Cantor (1, p. 252) declares that college students do not like to be spoon-fed : If they are sincerely respected, with all their indi vidual differences, they will become self-respecting. If each one is made to feel that he or she counts, an effort to justify such confidence will be made. The positive constructive self of student, often deeply hidden behind timidity, inadequacy, or ag gressiveness, should have chance to show itself.

How Can Conventions Be Made More Fruitful?

a frequent experience of educators. We have all enjoyed meeting old friends at such affairs and sharing with them recent professional and personal experiences. We have, no doubt, also complained after such affairs that, except for the enjoyable social activities and interpersonal contacts in the hallways, eating places, and in after-meeting bull sessions, the meeting activities were not particularly fruitful. We usually agree that the meetings are stiff and dull, the chairs hard and uncomfortable, and the benefits derived from the formal sessions far less than

Over and over again…

The drawn out, inconclusive, and fruitless debates and controversies on the distinction, if any, between the so-called “basic” and “applied” research, hopefully forgotten by scientists, seem to reappear as a horrible specter whenever the use of the almighty dollar for research has to be decided by laymen. Among scientists the problem is usually dragged out towards the end of a prolonged bull session when other more obvious ways of entertainment and gossip have been exhausted. And then with a big sigh “Not that again!” everyone staggers away.

The Sacred in the Secular

M OST OF US, perhaps all of us, who teach religion to college students share the hope that through the classroom our students will gain something more than intellectual ideas. Regardless of how we define religion, unless we revert to a purely rationalistic definition, we hope that our teaching will awaken or deepen an appreciation and understanding of man's response to the more-than-human and give fresh meaning and worth to the life of those we teach. Particularly is there a sense of the potential significance of our task in these frustrating days when human life itself seems so utterly precious and precarious. It was with such a sense of humility and with genuine enthusiasm that I undertook to teach a small class recently a course entitled Modern Trends in Religious Thought. studied the historical development of Christian thought from Luther to the present. I tried, among other things, to make vivid Luther's inner struggle which issued in his sense of the graciousness of God, Schleiermacher's then revolutionary approach to theology, the doctrine of divine immanence and the development of the ethical concepts of God in the nineteenth century. then discussed contemporary types of Christian thought. Discussions in class were lively, the assignments stiff' according to student opinion, but read with more than average interest. It so happened that the course was completed and the grades in before I had an opportunity to invite the class to my home for the traditional dinner or dessert party. In the disarming atmosphere of a waffle supper, I casually asked, Did the course touch on any of the questions which you all talk about in your hall 'bull sessions' After a moment of silence, one girl thoughtfully said, No. The next question was: What do you talk about in such sessions when you get onto religion ? We talk a great deal about the strange new cults. There followed a general and spontaneous exchange of comments regarding Amy Semple MacPherson, various theosophist cults, astrology, and superstitious practices. It would have been very helpful, they agreed, if the course had included some understand-

The library in the fraternity house

Sargasso Sea of discarded might be an apt description of the average fraternity house library of the past. Too frequently it was a disgrace to the intelligence of the college man and woman. Old textbooks, haphazard volumes of many sorts, a set of something left behind or given, an incomplete file of fraternity publications, a box of old themes collected thru the years-these filled up the few feet of shelving provided for a library. Dummies might have looked better. Few indeed were the books there which any undergraduate would care to take off the shelf and read. This was all wrong. For undergraduates do want to read interesting books. Busy they are with their many activities. But there comes a time when the student is sick of studying, bored by bridge, weary of the Victrola, disgusted by the radio, and has seen every movie in town. He would like something good to read. Why should he not be able to find in his chapter house library some reading to delight his heart, stimulate his mind, restore his soul, and fill his leisure minutes with happiness and profit? Even in the midst of their multifarious activities undergraduates will stop to discuss the things that interest them. The bull sessions are sufficient evidence of this. Will they not also read? In point of fact they do read; the only question is, What shall it be? A few years ago an alumnus had a book under his arm as he entered his fraternity house for dinner. In the course of the evening he read some extracts to the boys. The next day five of them went to the book store and bought a copy apiece. The book was The Mirrors of Wasiington. A faculty brother accidentally left a book at his fraternity house. When he called for it a few days later he was asked if he wouldn't leave it a bit longer as the boys wanted to read some more of it. The book was a collection of one-act plays, and it was being passed around. Similar examples could be multiplied, for personal recommendation and accessibility are recognized as the most favorable factors in the encouragement of reading. The bulk of everyone's reading is the thing which lies closest at hand-the daily paper, the popular weekly, the magazine or book which lies on the table. It is also fairly safe to say that never again will a person have as much time for reading as during his college days. Then is the time therefore to develop a taste for reading, to find out the books to be read for pleasure, relaxation, and inspiration, to learn how to find and use books. For several years fraternity officials have sensed the need of good reading available in chapter houses. Efforts have been made to get the chapters to