Two frameworks for the study of man are discussed. The Cartesian model views man as a physical object. A dialectic framework, with the emphasis on the self, grew out of nineteenth century romanticism and reflects the theories of Hegel. Both models have had an effect on social psychology and the study of interpersonal communication. (BH)

The author reviews the need for educational intervention with disadvantaged gifted children and cites her legislative actions in support of the issue. Note: An address by the Honorable Shirley Chisholm before the National Forum on Minority Disadvantaged Gifted and Talented (May 15, 1978). (CL)

Notes the potential educational and socializing role of television for children in light of the amount of viewing time, sensitivity to nonverbal communications, and their relative ease of influence. The effects of commercials and televised violence are cited, as is television's ability to influence behavior and cognitive functioning. (RAO)

Discusses the individualization of instruction as it relates to learner characteristics, instructional environment, instructional treatment, and their interaction. Practical considerations for learners, instructional treatments, and learning outcomes emanating from the literature on aptitude-treatment interaction are suggested. (RAO)

Examines the definitions of information science, the general development of information science education, and its present status in graduate library education in Canada, including specific lists of courses offered and a list of information science topics. (CWM)

Parents of exceptional children can and should be involved in educational planning and decision making concerning student evaluation and placement. (CL)

The major part of this article presents examples of representative social studies essay questions which are used in the New York State Regents' examination and discusses their evaluation. Fundamental purposes of evaluation and changes and trends which have influenced evaluation are also discussed. (Author/RM)

Suggests ways of teaching students how to successfully take essay examinations. (DD)

Test results of 915 high school students taking a history examination with a choice of topics show that students were generally able to pick the topic on which they could get the highest score. Implications for fair scoring when topic choice is allowed are discussed. (SLD)

Of 208 Welsh nursing/midwifery lecturers, large numbers corrected referencing, grammar, spelling, and sentence structure in students' written work; many felt this was less appropriate at higher levels. There was a discrepancy between opinions about and actual frequency of meetings with supervisees. Many commented on students' academic ability as a…

Notes that, although many composition teachers talk about the need to find "organic" forms in composing, students are often content to organize their writing in formulaic ways. Discusses the difficulties in teaching form arising from students focusing on a particular form's requirements instead of its functions. Discusses using the counterpoint…

Reviews the Ennis-Weir Critical Thinking Essay Test. Notes that the test may be used as an informal diagnostic instrument, an evaluation tool for instructional effectiveness, or as material for teaching critical thinking. (RS)

Cites essays by Joan Didion, John Berryman, and Martin Luther King in arguing that the essay, no matter how serious, can be considered as a fiction and a playful, exploratory and deeply interesting rhetorical game. Describes how these works were used to teach students that the essay is a living document calling for interaction. (SG)

Asks why students read essays as if their meanings are simple, univocal, and transparent. Suggests that students grow up practicing "essayist literacy," a view of the text as a self-sufficient communication vehicle. Argues that a rhetoric of deproduction conceals the social process of writing behind the apparent artlessness of the plain…