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The tacit premise o this book is that behaviors appropriate f to launching a scientific career can be learned. Many of my colleagues doubt this, throw up their hands and propound the Darwinian approach. They say that scientific maturity comes with experience and cannot be taught. The fittest students will survive. The rest wdl not, according to the law of the science jungle. As I mentioned at the outset, adopting this fatalistic, laissez-faire viewpoint does have the advantage that busy professors need not spend time trying to teach their students science survival strategies. On the other hand, if they are wrong, then they are guilty o f avoiding an important responsibility. I take a behaviorist viewpoint. Although the inner feelings and thoughts that go along with "scientific maturity" may be real, and may only come with experience, what is needed to make the transition from graduate student to professional researcher is to learn certain "behaviors." It is not important whether a student prepares an adequate introduction to his seminar because reading my book con-