Present day tracts on the non-Christian philosophies of the age,

W. G. Blaikie: Christianity and secularism compared in their influence and effects.--N. Porter: Agnosticism.--W. F. Wilkinson: Modern materialism.--J. Iverach: The philosophy of Mr. Herbert Spencer examined.--J. R. Thomson: Modern pessimism.--J. R.Thomson: Utilitarianism.--J. R. Thomson: Auguste Comte.--J. Iverach: The ethics of evolution examined.

Report of the United States Broad of mediation and conciliation.

Mode of access: Internet.

Industrial conciliation; report of the proceedings of the conference,

Another issue of the same year (not in this series) appeared under title: National conference on industrial conciliation.

Compilation of laws relating to mediation, conciliation and arbitration between employers and employees.

Subtitle varies slightly.

Stenographers' minutes before the Federal Mediation and Conciliation Service, Presidential Board of Inquiry in the matter of labor disputes affecting the copper and non-ferrous metals industry.

Hearings held: Aug. 31-Sept. 1, 1951.

Report of the registrar of boards of conciliation and investigation of the proceedings under the Industrial disputes investigation act, 1907. 1st-10th. 1907-08-1916/17

No more published?

Annual report of the State Board of Arbitration and Conciliation for the year ....

Title varies slightly.

Industrial conciliation : report of the proceedings of the conference, held under the auspices of the National Civic Federation, at the rooms of the Board of Trade and Transportation in New York, December 16 and 17, 1901.

Includes index.

Federal Mediation & Conciliation Service 1947-1997 : 50 years of conflict resolution.

Published in conjunction with a symposium held in Washington, D.C., 1997.

Conciliation act of 1941. Hearings before a Subcommittee of the Committee on Education and Labor, United States Senate, Seventy-seventh Congress, first session, on S. 683, a bill to expedite the national-defense program by providing a method for the settlement of labor disputes in defense industries without resort to hasty strikes and lock-outs, May 6 to 29, 1941.

Lister Hill, chairman of subcommittee.

Reports of Proceedings before the Boards of Conciliation and the Court of Arbitration

Mode of access: Internet.

Report of the Board of Conciliation and Arbitration : together with the decisions of the Board of Conciliation and Arbitration.

Subtitle varies.

An investigation into the nature and consequences of teachers' implicit philosophies of science

The aims of this study were to investigate the beliefs concerning the philosophy of science held by practising science teachers and to relate those beliefs to their pupils' understanding of the philosophy of science. Three philosophies of science, differing in the way they relate experimental work to other parts of the scientific enterprise, are described. By the use of questionnaire techniques, teachers of four extreme types were identified. These are: the H type or hypothetico-deductivist teacher, who sees experiments as potential falsifiers of hypotheses or of logical deductions from them; the I type or inductivist teacher, who regards experiments mainly as a way of increasing the range of observations available for recording before patterns are noted and inductive generalisation is carried out; the V type or verificationist teacher, who expects experiments to provide proof and to demonstrate the truth or accuracy of scientific statements; and the 0 type, who has no discernible philosophical beliefs about the nature of science or its methodology. Following interviews of selected teachers to check their responses to the questionnaire and to determine their normal teaching methods, an experiment was organised in which parallel groups were given H, I and V type teaching in the normal school situation during most of one academic year. Using pre-test and post-test scores on a specially developed test of pupil understanding of the philosophy of science, it was shown that pupils were positively affected by their teacher's implied philosophy of science. There was also some indication that V type teaching improved marks obtained in school science examinations, but appeared to discourage the more able from continuing the study of science. Effects were also noted on vocabulary used by pupils to describe scientists and their activities.

*Postsecondary access for individuals with psychological disabilities: An analysis of federal rulings and institutional philosophies, *policies, and practices

This study was a qualitative investigation, with demographic quantitative features, of post-secondary educational access and legal guidelines for individuals with psychological disabilities. Although disability laws have positively influenced post-secondary educational attitudes and practices relative to accommodating many individuals with disabilities, prevailing stigmas regarding mental illness have discouraged the equal access to higher education for individuals with psychological disabilities. Little research concentrating on this area was found.^ Thirty-six relevant legal case decisions, focusing on a variety of realms of higher education, were scrutinized. The policies, procedures, and practices of six Southeastern United States universities were analyzed through official documents and participant responses from disability service providers and other university employees. Comparisons were made between legal cases, and within and between universities. Case findings also provided standards through which participating university practices could be studied.^ The legal analysis revealed that most institutions did not discriminate against individuals with psychological disabilities. Practices of a few of these institutions, however, suggested non-compliance despite favorable decisions on their behalf. Institutions found to have discriminatory practices were cited for inadequate procedures, or for presumptive assessments of the educational functioning levels of individuals with psychological disabilities.^ Participant university practices generally suggested disability law compliance; however, certain campus interventions were determined to be ineffective in identifying, addressing, and communicating about the educational needs of individuals with psychological disabilities. The most effective services for these individuals, who were described as rapidly increasing in number but lagging in self-advocacy and acceptance by others, went beyond legal requirements.^ Recommendations were made for institutional practices concerning disability-related documentation, written standards and operations, and student identification and referral. Directions for future research focused on study skills training for students; exposure of mental health professionals to client educational needs; and expansion of the current research, on a nationwide collegiate level, and a parallel analysis focusing on business and industry. ^

Of two contrasting philosophies that underpin openness in education and what that entails

From the conclusion: The ultimate question is a normative one: Which way do we want that openness in education to go? That question concerns educational resources, open educational practices and what other forms the educational system may spawn. For ultimately, we as stakeholders, in the learning of our children and grandchildren, in the professional development and Bildung of ourselves, should get the educational systems that we want, including appropriate forms of openness therein. Every individual then should decide for herself or himself to what extent this requires education as a public good and to what extent education as a private good, that is, as a commodity subject to market forces. It should not come as a surprise that we side with the humanitarian elaboration of openness. Indeed, we feel that governments as guardians of the public space should actively get involved in promoting this kind of openness, indeed, much as Delors in 1996 advocated for education as a whole.