A measure of agricultural research output in 75 wheat- and maize-growing countries was utilized to explain increases in yield per unit land in these crops over the period 1948-68. Several alternative specifications were tried, incorporating direct contribution of indigenous research as well as "borrowing" of outside knowledge. Statistical estimates are presented and their economic implications discussed.

The article focuses on the role of freedom and learning in accounting education. The author here proposes that freedom, within carefully defined bounds, has a place in the accounting classroom on the basis of its support by basic propositions of learning theory. The applicability of freedom to the accounting curriculum is demonstrated by presenting as a model and example the methodology for a course in accounting and information systems. Learning can be defined as a process by which an activity originates or is changed by responding to ideas or situations. The methodology of undergraduate accounting education has typically been to elicit certain responses through a controlled environment and a system of stimuli and reinforcements together with a reward and punishment atmosphere which might be called the conditioned approach. The application of the freedom approach to accounting instruction was developed using a senior level accounting and information systems course. The objective of the course is presented in the article.