Suchergebnisse

A consensus seems to have emerged among government decision-makers, military strategists, and scholars that an invulnerable nuclear retaliatory capability is a national goal of high priority, if not top priority. The Kennedy Administration, to a much greater degree than its predecessor, has given indication that the rationale and ingredients of a "second-strike" nuclear strategy are understood and being concretely programmed into defense planning. The agreed-upon goal is for the United States to be able to launch a devastating retaliatory nuclear attack against the enemy regardless of the size of the enemy's first strike against the United States. "As a power which will never strike first," explained President Kennedy in his March 28 defense budget message, "our hopes for anything close to an absolute deterrent must rest on weapons which come from hidden, moving, or invulnerable bases which will not be wiped out by surprise attack. A retaliatory capability based on adequate numbers of these weapons would deter any aggressor from launching or even threatening an attack—an attack he knew could not find or destroy enough of our force to prevent his own destruction."

Each of the teaching machine curriculums developed, so far, embody only one of the several schools of psychological methodology currently known to the practitioner. It is held that machine design is one factor which acts as a constraint. The general teaching machine environment in terms of a man-machine relationship is defined and ten different modes of the " learner-teaching machine" relationship are delineated. A. typical aural-visual teaching machine for curriculum research purposes is graphically described along with information relating to magnetic tape multi-channel assignments and a punched paper tape scoring device.

An important feature of present-day interna tional relations can be found in the activities of the large num ber of international organizations, both governmental and non governmental. These activities, based on the joint participa tion of members or affiliates in three or more states, involve a multilateral approach to operational problems, as opposed to a bilateral approach where only two partners are concerned. At present, one person in seven who obtains financial help for study abroad does so through an international organization. The multilateral approach also has an important effect on the international movement of persons through the meetings, courses, and expert missions which are arranged under such auspices. Another important function of international organi zations lies in the studies and research they undertake or spon sor based on information obtained from many countries. This facilitates an over-all view of problems and solutions on a re gional or world-wide scale. In this way, the effective opera tion of bilateral as well as multilateral programs can be encour aged. There is, however, no question in the foreseeable future of multilateral programs displacing bilateral programs. Each should complement the other. For the present, the problem, if any, lies in the need for co-ordinating efforts directed towards the solution of urgent world problems.

"This book is designed primarily as a text for use in an elementary statistics course given on either the undergraduate or the graduate level. It is aimed especially at the growing number of students in the fields of psychology, education, and the social sciences who have little knowledge of mathematics. The intent is to impart to such students a rigorous understanding of the various topics usually covered in a first course without forcing them to grapple with elaborate mathematical symbols or notations. The primary emphasis is on proper insight into concepts; only after each new concept is developed are problems posed. The hope is that the student who uses this book will be able not only to make use of the basic concepts but to think in their terms. The book is self-contained and should also be useful to the worker who wishes to develop statistical literacy but who is not actually taking a formal statistics course"--Preface. (PsycINFO Database Record (c) 2008 APA, all rights reserved).