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 problem of this study was to investigate the relationship between the degree of authoritarianism expressed by pre-service secondary science teachers and the ways in which they spent their instructional time. This study was conducted on all students enrolled in the secondary science instructional methods course at a large North Texas area university for the fall semester of 1972 and the spring semester of 1973. The total population for the study was 55 students. To aid in resolution of the problem three purposes were formulated. The first purpose was to determine whether authoritarianism expressed by prospective science teachers was related to the ways they spent their instructional time. The second purpose was to determine if the authoritarianism expressed by prospective science teachers was related to their use of an indirect teaching style. The third purpose was to provide feedback to the prospective science teachers on the ways they spent their instructional time. It was concluded that teachers who were very authoritarian asked fewer questions and a different type of question than someone of lesser authoritarianism. The authoritarian asked questions that could be answered with a short answer such as yes or no, while the lesser authoritarian asked questions that allow …