The small businessman in an undeveloped country often finds himself isolated from formal, institutional credit sources, either through ignorance or by his non-acceptability as a credit risk. Both his lack of credit and lack of education can limit his participation in national development, and in fact, such development might even work against him as it makes his competitors' easier access to these resources even more important. It was concluded that the educational level achieved by the small businessman in Santos Guardiola is roughly the sixth grade, that the lack of business and financial content in their formal education does not prevent their learning about business and finance, and that a large majority of them use credit in their business. It was further concluded that the loan officers with the four lending institutions have adequate education and training to administer the loans made, that business credit needs are generally satisfied without resort to an informal credit market, and that while the deposits and business loans are expanding for all four institutions the credit union has been able to expand most rapidly by attracting the small saver and the small borrower. In addition, it was concluded that development banks are primarily interested …

The purposes of this study were to examine the problems of international students, assess the intensity of these problems, and describe relationships between the intensity of the problems and the following demographic variables: age, gender, number of years in the study of English, number of years living in the United States, grade point average at North Texas State University, major area of study at North Texas State University, and country of origin. International students pragmatically view their sojourn in the United States as an educational experience that will allow them to improve their minds and to travel. Financial concerns were expressed by the desire to work either part time or during vacation periods. As a group, international students do not exhibit concerns which debilitate their movement toward established goals. However, there are individual students who are in need of cultural refraining, communication abilities, and coping skills.

The purpose of this study was to identify and describe the purposes, plans, activities, and programs of the National Education Association that focused upon instruction. To carry out this purpose, guideline questions were developed. Answers to the questions were sought through leads obtained from a study of the volumes of Addresses and Proceedings for the years since the first NTA meeting in 1857 through the 1976 NEA Convention and editions of the NEA Handbook from the first in 1945 through the 1976 edition. Findings were presented in a six-chapter historical-descriptive narrative. Although interest in instruction is not an exclusive concern held only by professional associations, the findings of this study do suggest that instruction has been a fortunate focus for the NEA in two respects. First, the times of NEA's more obvious emphasis on instruction have been relatively free of criticism of Association activity. Secondly, emphasis on instruction has emerged as a thread to unify the National Education Association with diverse organizations and with classic human institutions--the home, the church, the school, and governmental agencies--throughout the world.