Introductory Statement Research Articles

An historical look at embryo transfer.

If this, the International Embryo Transfer Society, were to take a 'patron saint', he would have to be Walter Heape (Plate 1), not just because he performed the first embryo transfers at the end of the last century but because of his immense influence on sciences that are fundamental to the work that we do. Although his transfer work in rabbits (1891, 1897b) was aimed at answering the 'pure' scientific question of whether the uterine environment influences an embryo's phenotype, and at defining the mechanisms of the supposed phenomenon of telegony, Heape's contribution to 'applied' science included the rekindling of interest in artificial insemination (1897a, 1898) and the laying of a scientific foundation to the animal breeding industry with emphasis on its economic importance (1899, 1906). Heape's scientific heirs in reproductive physiology at Cambridge, F.H.A. Marshall and Sir John Hammond, judged (1946) his most important work to be his memoir on The Sexual Season of Mammals (1900), in which he brought together all that was then known about breeding seasons and oestrous cycles and introduced the very terms we use today in describing the phases of the cycle. Marshall (1930) also indicated Walter Heape's versatility in an obituary describing a career that included business endeavours, elephant hunting and the invention of a high-speed camera, the "Heape and Gryalls Rapid Cinema Machine", in addition to his wide-ranging biological pursuits. Marshall's own book on reproductive physiology (1910) was the first on the subject and is dedicated to Walter Heape who would have played a considerable part in forming the ideas behind Marshall's introductory statement (page 1) that "... generative physiology forms the basis of gynaecological science, and must ever bear a close relation to the study of animal breeding." The same book draws heavily on Heape's writings, including (p. 334) his 1905 postulation that oestrus depended on an interaction between a "generative ferment" and "gonadin", secreted by the generative glands. This was at a time when the first inklings of an endocrine function for the ovary had only just been gained by the gynaecologists Knauer and Halban in Vienna (see Corner, 1961), so such a prescient hypothesis, 18 years before the demonstration of ovarian oestrogen (Allen & Doisy, 1923), would seem to deny the later assertion (Parkes, 1949) that Walter Heape regarded the ovary "merely as a producer of eggs". But it is eggs that concern us now, so let us go back to 27 April 1890 and examine what knowledge would have been at Heape's disposal when he did that first transfer. The environment of the time can be considered in relation to other major events in biology and with special regard to the history of techniques essential to embryo transfer.

The Political Economy of the Educational Process

1. An introduction to economics and the economics of education.- 1.1. Theory: a matter of necessity.- 1.2. The basics of economic theory.- 1.3. A final preliminary note.- 2. The basics of the economic model.- 2.1. An introductory statement.- 2.2. A more complex statement: the student's opportunity set.- 2.3. The student's preference structure.- 2.4. The logic of student choice.- 2.5. Concluding comments.- 3. Student preferences, abilities, and performance.- 3.1. Student preferences 3.- 3.2. Student abilities.- 3.2.1. Different levels of initial achievement.- 3.2.2. Different aptitudes.- 3.3. Efficiency gains and the evaluation of the professor.- 4. Professor preferences, public goods, and student performance.- 4.1. Faculty choice and student achievement.- 4.2. Student quality and faculty effort.- 4.2.1. Different initial achievement levels.- 4.2.2. Different aptitudes.- 4.2.3. Different initial endowments and aptitudes.- 4.3. Classroom technology, teacher ability, and faculty effort.- 4.4. Teaching as a public good.- 4.5. Concluding comments.- 5. Is teaching the best way to learn?.- 5.1. The effects of student proctoring.- 5.2. The illusion of cost-benefit analysis.- 5.3. Optimum learning.- 5.4. Student aptitude once again.- 5.5. The institutional setting and educational change.- 6. The effects of grade inflation on student evaluation and performance.- 6.1. The model.- 6.2. Grade influation.- 6.3. Real grade influation.- 6.4. Empirical tests.- 6.5. Concluding comments.- 7. The evaluation and pay of faculty.- 7.1. Research findings: the effects of research and teaching on faculty pay.- 7.1.1. The Katz study.- 7.1.2. The Koch-Chizmar study.- 7.1.3. The Tuckman-Chapinski-Hagemann study.- 7.1.4. The Siegfried-White study.- 7.1.5. Interim summary of conclusion.- 7.2. Research findings: the influence of research on teaching effectiveness.- 7.3. The evaluation of faculty: the interactive effects of student and faculty efforts and academic freedoms.- 7.4. The pay system.- 7.4.1. The lump-sum pay method.- 7.4.2. Accountability.- 7.5. Concluding comments.- 8. Committees, Comment Pollutions, and the internal governance of universities.- 8.1 Comments as public goods.- 8.2. The judgement of committeemen.- 8.3. Concluding comments.- 9. The citizenship argument for education.- 9.1. Citizenship, public goods, and economics.- 9.2. Public choice view.- 9.3. Counterarguments.- 9.4. Course content for rational students.- 9.5. Concluding comments.- 10. The academic market, intercollegiate sports, and academic standards.- 10.1. A supply and demand model of the education market.- 10.2. The impact of intercollegiate sports.- 10.3. Concluding comments.- 11. Cheating and chiseling.- 11.1. The prevalence of cheating.- 11.2. The effects of cheating.- 11.3. The rationality of cheating.- 11.4. Chiseling.- 12. Postscript.

Validation of Cognitive Preferences

Cognitive preferences constitute a kind of cognitive style (see Witkin et al., 1977) which deals with attributes of special relevance learning. Cognitive preferences were studied mainly in relation the learning of science where they refer modes used by students in dealing with scientific information. Essentially they represent what a person typically 'does do' rather than what he 'can do' (Harris, 1974). Four such modes have been identified by Heath (1964) and used in a number of studies (e.g. Kempa & Dube, 1973; Tamir, 1975; Tamir & Kempa, 1977; Tamir & Kempa, 1978). These modes are: 1. Recall (R): Acceptance of information without consideration of implications, applications, or limitations. 2. Principles (P): Acceptance of information because it exemplifies or illuminates a fundamental scientific principle, concept or relationship. 3. Questioning (Q): Critical questioning of information regarding its completeness, generalisability or limitations. 4. Application (A): Emphasis on the usefulness and applicability of information in a general, social, or scientific context. Every item in a cognitive preference test presents an introductory statement followed by four extension statements, each of which corresponds closely one of the four modes just defined. The examinee is told that all four alternatives are correct and is asked either select the most appealing statement, or rank all four statements, or choose the most and least appealing. In doing so, the respondent is assumed display his cognitive preference pattern or style. Originally the cognitive preference construct was introduced in an effort evaluate the 'new' science curricula which tried to teach the student how acquire, evaluate and retrieve knnowledge.... An effort was made minimise rote memorisation or factual information and emphasise concept formation and understanding of scientific principles and theories (Hurd, 1969). It was hypothesised that students of the 'new' science curricula, when compared with those who studied science more 'traditionally', will possess a higher preference for general principles (P) and critical questioning (Q) and a lower preference for memorisation (R) and application (A). This hypothesis has generally been supported by the results of several studies all over the world, especially with regard Q and R. (For a summary of these results

Current Ocular Therapy

This book represents a unique endeavor in ophthalmic therapeutics. Patterned after similar books in other specialties, it covers in an encyclopedic fashion almost all ophthalmologic and systemic diseases affecting the ocular system. After a short introductory statement on the nature of the disease, the therapeutic approaches and prophylactic measures are discussed. This is followed by a short and concise bibliography. About 300 authors have contributed to this volume, and they come not only from the United States and Canada, but also from Europe, Latin America, and Asia. A number of them are not ophthalmologists, but are internists, dermatologists, surgeons, immunologists, physiologists, etc. Within the text only generic names are used, but there is a list of drugs attached that gives also the numerous proprietary and trade names. For all medications, the preparations available and usual dosages are indicated. This is a superb reference book and should be of tremendous help

Indirections: Shakespeare and the Art of Illusion by Anthony B. Dawson

R E V I E W S Anthony B. Dawson, Indirections: Shakespeare and the Art of Illusion (To­ ronto: University of Toronto Press, 1978). xv, 194. $15.00 Those of us who were surprised by sin in the sixties or influenced by anxiety in the seventies will not be shocked or outraged by Professor Dawson’s book on Shakespeare. In fact, the contemporary reader is likely to feel nothing more vigorous than discomfort and, at times, mild irritation while encounter­ ing Indirections: Shakespeare and the Art of Illusion. Not that the author is alone to blame for this state of affairs. Far from it. But today’s reader has endured a recent and astonishing rise in his pain threshhold. He routinely submits to rhetorical acts of seduction, betrayal, and assault, especially when these are perpetrated by the admittedly great writers and sanctified by the apparently great critics. Readers accustomed to such violence are a jaded lot indeed. They are bound to be disappointed when, in the greatest playwright of them all, they are invited to confront such timid experiences as deception, manipulation, and clarification. I begin with these shrewish remarks because, by aligning himself however tentatively with the “reader response” school of criticism, Professor Dawson is inviting them. In an introductory statement he declares that, for Shake­ speare, “the audience’s awareness of the complex fictiveness of their experi­ ence is fundamental.” I find this assertion both misleading and evasive. It might mean that the spectators at a performance of, say, Henry V are asked to give their assent when Shakespeare creates a clearly imaginary world. But this meaning, though it seems to have satisfied Shakespeare (“Piece out our imperfections with your thoughts,” the Prologue says), would be far too sim­ ple for Dawson. “Fictiveness,” I suspect, is never simple. Perhaps the state­ ment in question means that, from time to time, Shakespeare draws attention to the very techniques by which the dramatic artifice is created and per­ formed. If this is its meaning, then the statement is evasive: deliberately so, no doubt, in order to allay the suspicion that Dawson is travelling the road mapped out by Anne Barton in Shakespeare and the Idea of the Play (1962). E n g l is h St u d ie s in C a n a d a , vii, 3, F all 1981 Perhaps the statement means, finally, that the spectators must always be conscious of the skill which the playwright exercises in deceiving them. This emphasis, I believe, is misleading. It presupposes an audience composed principally of recent Ph.D. graduates from American universities and, what is even more surprising, the playwright’s willingness to cater to the critical whims of this distinguished crew. If Dawson is right, then attending a performance of A Midsummer Night’s Dream is rather like watching a magician who can’t resist telling you how he gets the rabbit out of the hat. It may not be any fun, but you learn a lot. The play “calls attention to its own artificiality,” “insists on its own silli­ ness,” but still “forces us to take it seriously.” This play, with its inserted performance by the rude mechanicals, should allow Dawson the best oppor­ tunity to vindicate his approach. In the last act, Bottom and his companions are acting out the “tedious brief scene” of Pyramus and Thisby for the assem­ bled courtiers. Shakespeare shows how his imaginary audience responds to the clumsy artifice of the play within the play : h i p p o l y t a This is the silliest stuff that ever I heard. t h e s e u s The best in this kind are but shadows; and the worst are no worse, if imagination amend them. h i p p o l y t a It must be your imagination then, and not theirs. t h e s e u s If we imagine no worse of them than they of themselves, they may pass for excellent men. Here come two noble beasts in, a man and a lion. Dawson’s commentary on this passage saves the appearances of his argument but sacrifices the substance of the scene. He...

Arsacid Temple Records

The use of cuneiform as a recording medium survived in Babylonia some 500 years after the loss of political independence. Records from the Arsacid period, however, are not numerous nor have those published been subject to systematic study. The texts presented here are among the latest administrative records in cuneiform and are concerned primarily with recording the income and expenditures of the temples of Babylon. The texts were originally housed in the Bodleian library but now are kept in the Ashmolean museum. They were first described by R. Campbell Thompson in his Catalogue of the Late Babylonian Tablets in the Bodleian Library , where he described the tablets without giving copies or transliterations. The temple accounts published here consist of an introductory statement giving the amount of the income of a certain temple for a specific period of time, which is usually either approximately one month or multiples of a month. This is followed by a list of specific expenditures and the remainder, which was then deposited or re-deposited, as the case may be, with a private banker. We know from other sources that the right to act as banker was leased by the temples for specific periods to private individuals, who put in tenders to the temple assembly for this right.

Crises of Political Development in Europe and the United States

As the last volume in the series sponsored by the SSRC Committee on Comparative Politics, this book reflects--as does the preceding volume--the Committee's decision to devote renewed attention to the original state building experiences of the West, after having studied political development in the newer countries of the Third World. The contributors attempt to discern patterns of historical change in the different sequences of crises that affect all states in their development. Following an introductory and theoretical statement by Raymond Grew, each chapter focuses on a different country or area. Each of these essays applies and evaluates the Committee's concept of crises of development, i.e., crises of identity, legitimacy, participation, penetration, and distribution. The distinguished historians and political scientists who contribute to the volume are: Keith Thomas (on the United Kingdom), Aristide R. Zolberg (on Belgium), Folke Dovring (on Scandinavia), J. Rogers Hollingsworth (on the United States), Stanley G. Payne (on Spain and Portugal), David D. Bien (on France), Raymond Grew (on France and Italy), John R. Gillis (on Germany), Walter M. Pintner (on Russia), and Roman Szporluk (on Poland), with Lucian W. Pye providing the Preface.Originally published in 1979.The Princeton Legacy Library uses the latest print-on-demand technology to again make available previously out-of-print books from the distinguished backlist of Princeton University Press. These paperback editions preserve the original texts of these important books while presenting them in durable paperback editions. The goal of the Princeton Legacy Library is to vastly increase access to the rich scholarly heritage found in the thousands of books published by Princeton University Press since its founding in 1905.

Response to ARLIS statement ’Art libraries in Polytechnics’

Following the publication of ‘Art libraries in polytechnics’ in Art Libraries Journal, 4(1), Spring 1979, it seems appropriate to outline some of the reservations towards it that have been voiced by several Polytechnic art librarians, lest what has appeared as an ARLIS policy statement be taken to imply a total commitment to it by all of those whom it concerns most.A certain amount of historical background seems necessary to cast light on the introductory statement which appeared alongside the statement when published.

T'ai chi chaun and gestalt therapy

R ecent collections of writings on Gestalt therapy (19, 21) have included the • integration of Gestalt therapy methods with those of various Eastern meditative disciplines. The similarities in philosophy between the Gestalt approach and Zen Buddhism (8, 11, 20), Vipassana meditation (17), and Taoism (5) have been examined to some extent, but not necessarily in depth. Although Esalen Institute has pioneered in offering workshops combining Gestalt and T'ai Chi, there has thus far been no presentation in the psychological literature regarding the similaritites in philosophy and potential integration of methods between these two growth appraches. The purpose of this paper is to share how T'ai Chi may be used as an adjunct to psychotherapy, in general, and Gestalt therapy, in particular. This is not meant to be a comprehensive examination of T'ai Chi but an introductory statement as to its existence. For more in-depth background the reader should see Cheng and Smith (3) and Maisel (9). Because one must learn the sequence of T'ai Chi tbrms betore personally utilizing it as an adjunct to psychotherapy, the intent of this paper is more simply to (1) broaden the reader's knowledge base in terms of an effective adjunct to Gestalt therapy, and (2) stimulate sufficient interest in this procedure to motivate the reader to further study ofT 'a t Chi. For more detailed theoretical material regarding Gestalt therapy the reader may refer to Fagen and Shepherd (4); Perls (14); Polsler and Polster (1S); Simkin (18); Smith (19); and Stevens (21).

Introductory statement

Contributed Articles from NIEHS Extrapolation II ConferenceOpen AccessIntroductory statement D. G. Hoel and D. P. Rall D. G. Hoel Search for more papers by this author and D. P. Rall Search for more papers by this author Published:1 February 1978https://doi.org/10.1289/ehp.22-1637158AboutSectionsPDF ToolsDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InReddit "Introductory statement." Environmental Health Perspectives, 22, p. 127FiguresReferencesRelatedDetails Vol. 22February 1978Metrics About Article Metrics Publication History Originally published1 February 1978Published in print1 February 1978 Financial disclosuresPDF download License information EHP is an open-access journal published with support from the National Institute of Environmental Health Sciences, National Institutes of Health. All content is public domain unless otherwise noted. Note to readers with disabilities EHP strives to ensure that all journal content is accessible to all readers. However, some figures and Supplemental Material published in EHP articles may not conform to 508 standards due to the complexity of the information being presented. If you need assistance accessing journal content, please contact [email protected]. Our staff will work with you to assess and meet your accessibility needs within 3 working days.

The Philosophy of the Kalam

THE KALAM I. The Term Kalam II. The Kalam According to Shahrastani and Ibn Haldun III. The Kalam According to Maimonides IV. Influences 1. Christianity 2. Greek Philosophy 3. Iranian and Indian Religions 4. Judaism V. Origin, Structure, Diversity VI. Christian and Jewish Kalam Introductory Statement 1. Christian Kalam 2. Jewish Kalam ATTRIBUTES I. The Muslim Attributes and the Christian Trinity II. Denial of the Reality of Attributes III. Created Attributes IV. Modes I. Mu'ammar's ma'na 2. Abu Hashim's ahwal 3. Opposition to Abu Hashim V. The Semantic Aspect of the Problem of Attributes THE KORAN I. The Uncreated Koran 1. Origin of the Doctrine of the Uncreated Koran 2. The Unraised Problem Of Inlibration a. Ibn Kullab and the Denial of Inlibration b. Ibn Hanbal and the Affirmation of Inlibration c. The Hanbalite Ash'ari d. The Kullabite Ash'ari and Ash'arites e. The Hanbalite Ibn Hazm II. The Created Koran 1. The Denial of the Uncreated Koran and the Denial of Eternal Attributes 2. The Created Koran as a Pre-Existent Created Heavenly Koran 3. The Denial of a Pre-Existent Heavenly Koran III. The Formal Creeds on Inlibration 1. The Wasiyyah 2. Nasafi And Taftazani 3. Fadali IV. The Terms Muhdath, Hadath, and Hadith as Applied to the Koran ISLAM AND CHRISTIANITY I. Trinity and Incarnation in the Koran II. Trinity and Incarnation in the Kalam III. The Philosopher Kindi And Yahya Ibn 'adi on the Trinity IV. An Unknown Splinter Group of Nestorians V. Muslim Attributes In Medieval Christianity CREATION OF THE WORLD I. Creation Ex Nihilo 1. Historical Background 2. The Kalam Controversy Over the Nonexistent (al-ma'dum) as a Controversy Over ex nihilo II. Arguments For Creation 1. Argument From Finitudes and the Reconstruction of its Original Form in John Philoponus 2. Argument From the Analogy of Things in the World 3. Argument From the Aggregation and Segregation of Atoms 4. Argument From the Createdness of the Accidents of the Component Parts of the World 5. Argument From the Impossibility of an Infinite by Succession 6. Argument From Particularization 7. Argument From Preponderation 8. Argument From Immortal Souls III. The Kalam Arguments For Creation in Albertus Magnus, Thomas Aquinas, and Bonaventura ATOMISM I. Affirmation of Atomism 1. Origin of Atomism in the Kalam 2. An Unknown Pseudo-Democritean Fragment and the Unextendedness of Atoms in the Kalam 3. Greek Descriptions of Atoms as Reflected in the Atomism of the Kalam II. The Denial of Atomism and the Theories of Latency (kumun) and the Leap (al-ta frah) CAUSALITY I. The Denial of Causality 1. The Duration and Destruction of Things 2. The Theory Of Custom ('adah) and its Formulation by Ghazali 3. Averroes' Criticism of the Denial of Causality and of the Theory of Custom II. Affirmation Of Causality III. Impossibilities IV. Repercussions in Christianity 1. St. Thomas on the Kalam Denial of Causality 2. Nicolaus of Autrecourt and GhazalI's Argument Against Causality PREDESTINATION AND FREE WILL I. The Predestinarians II. The Libertarians III. The Hatirani in the Kalam and Ghazal as Inner Motive Powers of Human Actions IV. Generated Effects (al-mutawalladat) V. The Antinomies of Free Will 1. Free Will and the Predestinarian Verses in the Koran 2. Free Will and the Appointed Term (ajal) 3. Free Will and Preordained Sustenance 4. Free Will and God's Foreknowledge 5. Free Will and God's Power: The Theory of Acquisition (kasb iktisab) a. Pre-Ash'arite Acquisition b. Acquisition in Ash'ari, Bakillani, and Juwayni c. Acquisition in Ghazali WHAT IS NEW IN THE KALAM 1. Attributes 2. The Koran 3. Creation 4. Atomism 5. Causality 6. Predestination Conclusion Bibliographical Note Bibliography Index Of References

Are Cognitive Preferences Just an Expression of Cognitive Abilities?

This study examines claim that preferences in science are no more than expressions of levels of operation as described by Bloom's Taxonomy. An examination of internal consistency coefficients of available studies revealed no support for claim regarding subjects above tenth grade level. The limitations of using internal consistency coefficients as evidence for dependence of preferences on abilities are discussed. Six hundred sixty-seven twelfth grade students of chemistry and 989 twelfth grade biology students responded to a preference test and to an achievement test in their respective disciplines. The items of achievement tests were classified into Knowledge, Comprehension, and Higher Ability categories. Zero correlations were found between preferences and abilities. In factor analysis, abilities emerged as a separate factor. On other hand, consistent interrelationships were found among preference areas. It was concluded that preferences are not expres sions of abilities, and that they represent a different dimension-belonging not to 'can do' but rather to 'does do' type of objectives. and Dube (7), in which each of four extension state ments received a rank, appealing designated as 4 and least appealing designated as 1. Since Heath, more than 20 studies using a number of preference tests in different science disciplines have been conducted. In these studies substantial results were obtained regarding effects of important schooling variables?such as nature of curriculum, cur ricular bias of teachers, and school environment? on preferences of students. Also, signifi cant and consistent relationships were found between spe cific preference patterns and achievement (1-3, 6, 7, 9, 10,12-14, 18). In a recent critical review, Brown (4:62), while acknowl edging that the results of some of these studies have been substantial, raised several important questions regarding nature of preference in science. One such question is directed to relationship between preferences and abilities. Brown (4:55) suggests that each of preference alternatives can be related to a behavior corresponding to a particular level of educational objectives as proposed by (Bloom) Tax COGNITIVE PREFERENCE TESTING was introduced as an attempt to measure not whether student can identify correct or incorrect information but rather what he is likely to do with information intellectually (6). As noticed by Harris, most of achievement testing in schools focuses on 'can do' class of behaviors . . . these are knowledge, skills, ability types of objectives. But there may be other objectives, achivement of which is evidenced by what student typically does do. These are attitude, interest, style types of objectives?perhaps more affective than cognitive (5:86). Cognitive preferences belong to second group, but occupy a middle position on a cognitive-affective continuum. Heath (6) identified four preference areas: Recall (R) of specific facts or terms, fundamental Princi ples (P), critical Questioning (Q) and practical Application (A). Each item contains an introductory statement fol lowed by four extension statements which are related to introductory statement. The student was told to select from four choices one that appealed to him. Later, a graded rating procedure was introduced by Kempa This content downloaded from 207.46.13.150 on Thu, 28 Jul 2016 05:32:51 UTC All use subject to http://about.jstor.org/terms

Introductory statement on the progress of the national large bowel cancer project.Its goals, objectives, and program

The introductory lecture updates the state of the art bearing on cancer of the large bowel. Topics discussed include etiological factors, the pathology of the disease, the role of animal models, the early diagnosis of the disease, including biochemical markers, with emphasis on immunology, and finally therapy, including surgery, radiotherapy, chemotherapy, and the immunological approaches to therapy as identified in the ongoing activities of the National Large Bowel Cancer Project. Interesting aspects of complementing the traditional ways of treating colorectal disease are noted in the discussion of new approaches to chemotherapeutic treatment based on rational developments obtained throught the study of cell kinetics and cell turnover. It is pointed out that this and other interrelationships considered in the multidisciplinary experimental and clinical approaches provide important leads toward the understanding of the mechanisms of disease, discovery of causes and means of prevention, methods of earlier diagnosis, improved rational modalities of treatment, and, one hopes, more successful management.

The Center for Scholarly Editions: An Introductory Statement

The Center for Scholarly Editions (CSE), administered by a Committee on Scholarly Editions, was suggested by an ad hoc committee of the Modern Language Association in the spring of 1975 and officially established, by action of the Executive Council, as an entity within the MLA on 1 September 1976. The occasion for that ad hoc committee's deliberations was the impending expiration of the grant from the National Endowment for the Humanities under which the MLA Center for Editions of American Authors (CEAA) had been operating; the termination of that grant on 31 August 1976 offered an appropriate moment for the MLA to rethink its role in promoting editorial scholarship. The CEAA not only had fostered the production of a large number of editions of American authors but had increased the awareness of editorial problems among members of the profession generally. It seemed natural, therefore, that the next step should be a broadening of the scope of the MLA's committee on editions to encompass more than American literature. Accordingly, no restrictions were placed on the content of the editions with which the CSE could concern itself: editors of any kind of work or document—whether literary or not—from any country can feel free to seek the services of the CSE.

Regional Meeting of the Engineering Group of the Geological Society, Exeter 13–16 September 1976: Introductory Statement

At the invitation of the University of Exeter and of Professor J. W. Murray of the Department of Geology, the Twelfth Regional Meeting of the Engineering Group of the Geological Society was held at Exeter. The topic of the Meeting, “Methods of Investigation in Engineering Geology”, was reinforced by a trade exhibition and field demonstrations of some of the techniques discussed in the lectures.

Contemporary Issues in Bibliographic Control

Previous articleNext article No AccessContemporary Issues in Bibliographic ControlHerman H. Fussler and Karl KocherHerman H. Fussler Search for more articles by this author and Karl Kocher Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by The Library Quarterly Volume 47, Number 3Jul., 1977 Article DOIhttps://doi.org/10.1086/620690 Views: 8Total views on this site Citations: 2Citations are reported from Crossref Copyright 1977 The University of ChicagoPDF download Crossref reports the following articles citing this article:A. Perales de Mercado NEED OF A RELIABLE MESSAGE IN BIBLIOINFORMATICS RETRIEVAL, (Jan 1981): 2384–2386.https://doi.org/10.1016/B978-0-08-027202-3.50059-6PHILIP BRYANT PROGRESS IN DOCUMENTATION, Journal of Documentation 36, no.22 (Feb 1980): 133–163.https://doi.org/10.1108/eb026694

DAY CARE: 3. SERVING PRESCHOOL CHILDREN. By Donald J. Cohen, M.D., and Ada S. Brandagee. U.S. Department of Health, Education and Welfare, Publication No. (OHD) 74-1057, U.S. Government Printing Office, Washington, D.C. 20402

This book is one of a series of handbooks being published by the Office of Child Development to "promote discussion and to improve the quality of day care in the United States," according to an introductory statement by Saul Rosoff, Acting Director, Office of Child Development. It was written by Donald J. Cohen, M.D., psychiatrist and pediatrician at Yale, in collaboration with Ada S. Brandagee, M.A. Dr. Cohen attempts "to provide a broad overview of the day care field, a basic state-of-the-art guidebook for those seriously concerned about preschool day care.

Introductory Statement

Research Article| January 01 1977 Introductory Statement Radical History Review (1977) 1977 (13): 2. https://doi.org/10.1215/1636545-1977-13-2 Cite Icon Cite Share Icon Share Twitter Permissions Search Site Citation Introductory Statement. Radical History Review 1 January 1977; 1977 (13): 2. doi: https://doi.org/10.1215/1636545-1977-13-2 Download citation file: Zotero Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search Books & JournalsAll JournalsRadical History Review Search Advanced Search The text of this article is only available as a PDF. 1977 Article PDF first page preview Close Modal Issue Section: ARTICLE You do not currently have access to this content.

Proceedings of the WHO-NIEHS conference on potential environmental health hazards from technological developments in rubber and plastics industries. Research Triangle Park, N.C., March 1-3, 1976: Introductory statement.

Research ArticleOpen AccessProceedings of the WHO-NIEHS conference on potential environmental health hazards from technological developments in rubber and plastics industries. Research Triangle Park, N.C., March 1-3, 1976: Introductory statement. V B Vouk V B Vouk Search for more papers by this author Published:1 October 1976https://doi.org/10.1289/ehp.76171Cited by:2AboutSectionsPDF ToolsDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InReddit "Proceedings of the WHO-NIEHS conference on potential environmental health hazards from technological developments in rubber and plastics industries. Research Triangle Park, N.C., March 1-3, 1976: Introductory statement.." Environmental Health Perspectives, 17, pp. 1–2FiguresReferencesRelatedDetailsCited by Hayes A (2016) Development and Management of Toxicological Programs: Rationale for Testing: Opening Remarks, Journal of the American College of Toxicology, 10.3109/10915818309140665, 2:1, (39-41), Online publication date: 1-Jan-1983. Fishbein L (2009) Potential carcinogenic and mutagenic industrial chemicals. I. Alkylating agents, Journal of Toxicology and Environmental Health, 10.1080/15287398009529934, 6:5-6, (1133-1177), Online publication date: 1-Sep-1980. Vol. 17October 1976Metrics About Article Metrics Publication History Originally published1 October 1976Published in print1 October 1976 Financial disclosuresPDF download License information EHP is an open-access journal published with support from the National Institute of Environmental Health Sciences, National Institutes of Health. All content is public domain unless otherwise noted. Note to readers with disabilities EHP strives to ensure that all journal content is accessible to all readers. However, some figures and Supplemental Material published in EHP articles may not conform to 508 standards due to the complexity of the information being presented. If you need assistance accessing journal content, please contact [email protected]. Our staff will work with you to assess and meet your accessibility needs within 3 working days.

Pannenberg's Philosophical Foundations

Prolepsis became a technical term in Pannenberg's theology in the first edition of Offenbarung als Geschichte (1961). In this series of essays, he used the term to describe the salient characteristic of the Christ-event, namely, Jesus' resurrection as the preappearance of the end of history in his life and fate.' Though the term was a new one for Pannenberg. the idea had already been enunciated in an earlier essay, Heilsgeschehen und Geschichte, where he referred to Jesus as the anticipated end and not the middle of history.2 It was, however, only in 1962 that Pannenberg made his real intentions clearhe proposed to demonstrate that the whole of reality has a proleptic structure.3 This article investigates the philosophical underpinnings of the proleptic nature of reality in Pannenberg's theology. By way of introductory statement, it might be pointed out that the noun prolepsis, the corresponding adjective proleptic, and the adverb proleptically, are technical terms in Pannenberg's theology. Prolepsis refers to the anticipatory nature of reality and should be understood ontologically and noetically. Pannenberg not only asserts that man noetically anticipates the future through his plans, hopes, and expectations, but that the whole of reality is anticipatorily structured in its very being; that is, its very substance is anticipation of the yet outstanding future end of history. The following discussion will begin with his idea of truth, which operates, in Pannenberg's conceptual universe, as presupposition for his understanding of reality. Then it will proceed to a description of the interrelationships of future and finite reality, and of being and knowing in a proleptic perspective. Finally, two fundamental structures of Pannenberg's proleptic reality-the principles of retroaction and negative mediation-need to be and will be uncovered.