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Mode of access: Internet. ; Latest issue consulted: 1916-1917. ; Description based on: 1900-1901; title from title page.

Guy Alchon examines the mutually supportive efforts of social scientists, business managers, and government officials to create America's first peacetime system of macroeconomic management. Originally published in 1985. 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 Libra

The evaluation of student achievement in college has only recently become an important area of research. The main focus of this study was to determine the achievement of students in introductory social science courses offered by the College of Humanities, Arts, and Social Sciences at Utah State University. Several other variables were considered throughout the study including (1) the achievement of students in introductory courses offered by other colleges than the College of Humanities, Arts, and Social Sciences, (2) the effects of using standardized and teacher-made tests in measuring achievement, and (3) the achievement gain/loss of students tested two months after the completion of the course. The students in four introductory courses--Political Science 111, Sociology 101, Geology 101, and Economics 200--were tested. The students in Political Science 111 and Economics 200 were tested with standardized tests specific to the subject area. The students in Sociology 101 and Geology 101 were tested with teacher-made tests. All students were given a pretest at the beginning of the course and a posttest at the conclusion of the course. The students in Sociology 101 and Geology 101 were tested a third time two months after the termination of the course to measure long term retention. Null hypotheses were used in the study. The analysis of variance with the F-test of significance was employed at the .01 level of significance for the primary hypothesis and the .05 level for the subsidiary hypotheses. In conclusion, the data indicated that students in introductory social science courses offered by the College of Humanities, Arts, and Social Sciences--Political Science 111 and Sociology 101--showed an increase in knowledge after taking those courses. The data also showed increases in knowledge of those students laking introductory courses--Geology 101 and Economics 200--which were offered by colleges other than the College of Humanities, Arts, and Social Sciences. The data in relation to the subsidiary hypotheses indicated that (1) students in introductory courses offered by other colleges at USU showed larger knowledge gains than the students in the introductory social science courses offered by the College of Humanities, Arts, and Social Sciences, (2) students in courses measured with teacher-made tests scored higher than the students in courses measured with standardized tests, and (3) an interaction existed between the method of testing and the college offering the course. Finally, the students in the two courses--Sociology 101 and Geology 101--who were tested two months after the completion of the course continued to show positive achievement gains.

Joseph Agassi's themes in this piece relate to the importance of science and technology in the modern world, the interaction between science and technology, the interrelation between science and culture, the political dimension of science in a democracy, the improvement on the Popperian project in the methodology of science (shifting gears to pluralistic critical rationalism), and the philosophical elements that inform science as well as being informed by science.

In addition to introducing and contextualizing the four other contributions to this symposium, this article makes three arguments. Firstly, the Icelandic case has shown up severe weaknesses in the internal market for financial services, including liquidity risk regulation and intergovernmental conflict resolution mechanisms. Echoing Scharpf's analysis of EU decision making, a deep asymmetry has been revealed: It was much easier to grant actors access to each other's domestic markets than to create a pan-European financial regulation creating a clear division of responsibilities and the ability to pool resources and share burdens. The second argument is that political economy has developed a supply-side bias. This has decreased attention to the mechanisms that inject instability into economic performance at the macro level and distribute risk and instability at the level of households and firms. The third point made is that while spectacular boom and bust cycles (reasonably) strengthen the case for less rationalistic micro foundations in the study of economic behaviour, this also entails the risk of losing sight of how perfectly rational (but immoral) financial actors take advantage of their less savvy counter-parties -- be they creditors, shareholders or taxpayers. The article concludes that financial stability is ultimately about governance and therefore about power. Adapted from the source document.