Changes in intimate friendship with same-sex and opposite-sex friends in preadolescence and adolescence were investigated using Sharabany's Intimacy Scale. The sample consisted of 480 Israeli children from the 5th, 7th, 9th, and llth grades who rated their friendship with a same-sex or opposite-sex best friend. There was a significant age difference in overall intimacy with same-sex friends. Frankness and spontaneity, knowing and sensitivity, attachment, exclusiveness, and giving and sharing were dimensions that exhibited change with age. Trust and loyalty, and taking and imposing did not. Opposite-sex friendship revealed a significant increase in intimacy with age. Boys and girls did not differ in reported opposite-sex friendship in the 5th and 7th grades, whereas girls in the 9th and llth grades reported higher intimacy than did boys. This sex-by-age pattern of interaction was particularly evident for attachment and for trust and loyalty. Girls were higher in knowing and sensitivity, giving and sharing, and taking and imposing. The implications for further differentiation among types of peer relations and interrelation of dyadic friendship and cognitive growth are discussed.The importance of peer relations for the normal social development of the individual has been documented. Studies relate to experiments with animals (e.g., Harlow, 1971;Suomi, 1978), schizophrenic adults (e.g., Pitt, Kornfeld, &Kolb, 1963), and young children (e.g., Freud & Dann, 1951). Most studies, however, including those that used the term friendship, focused mainly on acceptability and isolation among peers (see reviews in Hartup 1970Hartup , 1978Hartup , 1979. Few studies examined the nature of enduring meaningful relations proper, such as children's expectations of their friends (

Members of the faculties of Engineering and Sciences were surveyed at the Israel Institute of Technology (N = 247) and Tel Aviv University (N = 112) as to identification with, criticism of, and feelings about their respective institutions, as well as recommendations for possible improvement. Findings showed that a strong professional identity coexists with a pronounced critical stance. Findings are consistent with Herzberg's two-factor theory of work motivation that views higherorder "motivators," such as the professional identity here assessed, as relatively independent of lower-order "hygiene" needs, mainly working conditions. The strong professional identity of engineering and science faculties would seem to minimize the likelihood of a massive exodus to industry.

Theories of central directive states and communicative balance suggest that attitudes and instructor-student congruence of attitudes may account for some of the variance in course evaluation. Accordingly, student ratings of college courses were regressed on students' and instructors' own and perceived attitudes toward higher education and college teaching, as well as on some indices of instructor-student attitudinal congruence. Regression analysis showed that attitudes account for close to 50% of evaluative variance. The most efficient subset of predictors is instructors' attitudes as perceived by students: The attribution to instructors of attitude items preferred by students is associated with positive course evaluation. These items tend to be progressive or social in orientation. In sum, the interaction of instructors' and students' attitudes in the evaluative process shows the relevance of personal dispositions and supports the hypotheses derived from directive states and balance theories.

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