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In 1975 the W. J. Barrow Research Laboratory, Inc., under the sponsorship of the Council on Library Resources, began a series of studies on the chemical and physical properties of book papers between 1507 and 1949. Their testing and review of the literature were concerned with book paper durability and permanence, reasons for decline in durability, methods for predicting paper durability, specifications for durable paper, processing changes needed to produce such paper, and work necessary to preserve weak papers. A history of paper production along with chemical tests showed the reasons for decreased durability; and the feasibility of producing durable paper was demonstrated. Restoring deteriorating books has also proved possible, but at a high cost. A bibliography, testing details, and the table have been included. (LS)

To aid in the evaluation of the physical qualities of books, specifications for permanent/durable book paper were developed and authenticated. Permanent/durable book paper was defined as paper suitable for use in the manufacture of books that meets or exceeds tests which demonstrate that it has an expectation of useful life under normal storage conditions of not less than 500 years. The literature was studied for material on factors affecting the longevity of paper and methods of testing permanence and durability. The resulting specifications include the minimum cold extraction pH, folding endurance, tear resistance, and retention of folding endurance after aging. Twenty commercially-available paper were tested by the study's methods. The test results are given in tabular form. A 211-item bibliography is appended. (Author/PF)

This short, narrative pamphlet accompanies the appropriate grade level curriculum guide. (BP)

Among the papers read in the conference on education of the Second Pan-American Scientific Congress, held in Washington December 27, 1915, to January 8, 1916, two contain much of interest and value to those who are responsible for the organization of secondary schools: (1) The Changes Needed in American Secondary Education (Charles W. Eliot), plus a Supplementary Statement furnished by Dr. Eliot; and (2) The Secondary School and the University (Ernesto Nelson). With permission of the authors, these papers are reproduced in this bulletin, to benefit principals of high schools in the United States. [Best copy available has been provided.]

The National Humanities Faculty working papers collected in this document consider the process of curriculum development and approaches in curriculum presentation. Janet Hanley's "Success or Failure in Curriculum Development: Six Ways to Know" provides a set of review questions for curriculum developers to help insure a successful course. A. D. Van Nostrand's description of the "portable module" includes the mechanics for an idea to enrich an ongoing course. Hyman Kavett emphasizes the importance of teachers' enthusiasm, willingness to make bold decisions, and ability to cooperate with other teaching colleagues in curriculum development. Frithjof Bergmann's report on a visit to the Berea Community School in Kentucky justifies a program emphasizing respect for the individual student's development and initiative. David Tyack's paper "Ask Yourself About the Humanities," is a set of questions for private pondering and public discussion in the preparation of a humanities curriculum. John Ratte's report of several days of brainstorming on the development of a humanities curriculum to examine values, culture, and their interrelationship reveals the nature of the development process. (JH)

The National Humanities Faculty working papers in this document represent reports of faculty participation in humanities projects around the country and emphasize program content that might be useful to teachers developing their own humanities programs. Arleigh D. Richardson's report is a description of the program he visited and is written by the teachers who developed it. The program, geared for the average student, stresses the interrelated and values content of the humanities. The result of John Cawelti's visit to a black, inner-city school is a detailed model for an 11th grade course, "Who We Are," that would involve the whole student. Roland B. Kimball, after visiting a Connecticut high school, suggests an outline and activities for a 9th grade humanities program that centers on the life of the students' community. John Anthony Scott's report on the theme and content of an American studies course is a specific program with a human and historical orientation to be implemented by integrating literature with historical topics. John Cawelti contributes another paper: his thoughts on the construction of an integrated curriculum that would develop the basic analytic and interpretive skills of the social studies, science, and the humanities, independently, and then set up problems requiring the interworking of the different skills. (JH)

This collection of papers is the first in a series resulting from the Polish-English Contrastive Project. The overall purposes of the project are to prepare a Polish-English contrastive grammar and to develop pedagogical materials. The basic model used for the research is the transformational generative one. The papers included in this volume are as follows: (1) "The Polish-English Contrastive Project," Jacek Fisiak; (2) "Contrastive Analysis in the Classroom," Waldemar Marton; (3) "Some Grammatical Implications of the Contrastive Analysis of English Sentence Adverbs and Their Equivalents in Polish," Tadeusz Zabrocki; (4) "Some Differences between English and Polish on the level of the Basic Sentence Pattern, "Maria Lipinska; (5) "A Contrastive Analysis of Linking Verbs in English and German," Wolf-Dietrich Bald; (6) "Some Surface and Deep Aspects of Case in Polish and English," Stefan Konderski; (7) "'Must' and Its Equivalents in Polish," Piotr Kakietek; (8) "Some Remarks on the Relation between the Complementizer and the Form of the Verb in the Complement Structure in English and Polish," Anna Morel; (9) "The Polish and English Fricatives - a Problem in Phonological Equivalence," Andrzej Kopczynski; (10) "Aspects of Emotive Language: Intensity in English and Polish," Bogdan Lawendowski; (11) "On the Concept of 'Instrumental Case," Tomasz P. Krzeszowski; (12) "The Function of Translation in Foreign Language Teaching," Elzbieta Muskat-Tabakowska; and (13) "Bibliography of English-Polish Contrastive Studies in Poland," Tadeusz Zabrocki. (TL)

The role of the State educational agency has shifted from inspections giving and statistics gathering to a new one which finds the agency at the hub of local, State, and Federal information transmittal. This emerging role holds great promise for effective Statewide improvement in education, because relatively new leader-manager expectations of the SEA are beginning to crystallize--especially in the area of information systems. This paper has been prepared to assist State educational agencies that are considering restructuring their operations to better meet the needs for timely information in a cost-effective method. It discusses the alternatives and states a position for the problem areas of forms management and data collection procedures. (Author/WM)

The educational history and practices of the Republic of Singapore, prefaced by a description of the inception of the republic, are described in this paper. The uniqueness of that history stems from the republic's multiracial society which requires equal education opportunities for all four official language groups--Malay, Chinese, Tamil (Indian), and English. The information presented in this paper provides material for a case study approach to education in a multiracial society. (JH)

This paper takes the position that women can and should be represented as administrators in greater proportion to their numbers in public education, and that concrete steps must be taken to remedy the present imbalance. The paper is based on material from professional publications dealing with sexism and the role of women in education; conferences of educators and interviews with participants in these conferences; interviews with people in government agencies, private and professional groups, and several school systems involved in reform efforts; reports on specific school systems; reports of special task forces; and on events on the federal level and in selected States. The publication documents the virtual absence of women from administrative positions in public education, explores reasons for the declining percentages of women in public education, and reviews and recommends ways to begin reversing this trend. (Author/DN)

This paper analyzes authority-use patterns as they relate to the internal organization of a community college. Section 1 presents a hypothetical case study of a community college which practices several unique authority-use variations that are in actual use in two-year colleges around the country. The cluster college scheme, a new strategy for participative management, and management by objectives are presented in Section 2. Section 3 addresses itself to several broader implications of community college organization. All areas of discussion are supplementary by the identification and description of those colleges who have implemented and are practicing the variations set forth. The paper is designed to be a practical guide to viable alternatives verified by organizational practice, thereby being of particular interest to those contemplating organizational restructuring, those planning organizational and authority-use design, and those preparing to enter a community college leadership position. The author proposes that the ideal system is a cluster college with participatory governance based on management by objectives. (Author/AH)

This volume resulted from an attempt to compile comprehensive and accurate data about the popular reaction to social change for a seminar attended by European and American social scientists. The volume contains eight papers which reflect the three objectives of the seminar: (1) a review of psychological indicators of social change; (2) an exploration of new areas of survey measurement of psychological phenomena; and (3) a mapping of research priorities. The first paper contrasts social indicators of the subjective type with the customary hard statistics and identifies areas for the development of indicators. The next paper stresses that quality implies value judgement and that experience is anchored in individual notions of adequacy. The relationship between subjective and objective indicators is the topic of the next paper, which points to the role of the social environment as a source of subjective welfare. Various measurement and methodological questions are dealt with, in particular the issues of scale development and causal modeling of satisfaction structures. A report on the substantive research in the area of economic welfare is followed by a caution against a straightforward interpretation of satisfaction measures as indicators of well-being. Finally, two papers deal with the interaction between the individual and society from two different perspectives. The volume concludes with a summary of the seminar proceedings. (Author/KSM)

This paper discusses evaluating and observing teacher performance. It consists of three sections. The first section is an introduction, in which it is stated that most observations are used for the following two purposes: (1) the improvement of instruction, and (2) the provision of information to those who make personnel decisions in a school system. The second section is the major part of the paper. It is in the form of an outline and is a guide containing general descriptive examples of items that might be included in teacher observations. The major headings are (1) "the teaching process," (2) "non teacher-controlled factors which influence the teaching process," and (3) "special strengths of teachers." Subheadings under the teaching process include: "preparation," which lists topics to be discussed with the teacher; "delivery," which lists things to be observed in the classroom; and "observational evaluation," which lists things to be discussed in conference with the teacher. The second major heading includes the subheadings "physical factors,""scheduling," and "extracurricular activities and responsibilities." Each of these subheadings is broken down into items to be evaluated. The last major heading is divided into the subheadings "personal and professional," and each of these is broken down into characteristics to be observed. The last section of the paper is a summary which states that observation is a complex undertaking and many factors must be taken in account. (RC)

The paper begins with a discussion of several recently proposed analyses of nominal compounds in English. It is then suggested that the relations which may appropriately underlie nominal compounds of the type Noun + Noun can best be defined negatively, i.e. by listing those relations between two nouns which cannot underlie compounds rather than those which can. It is further argued that in order for compound formation to take place the relation between the nouns in question must be "appropriately classificatory." A brief examination of abstract compounds in English and German leads to the conclusion that there are probably fewer systematic restrictions valid across languages on the formation of abstract than of concrete nominal compounds. The appendix to the paper contains a brief examination of English nominal compounds with a primary + tertiary stress pattern (e.g., bookstore) and nominal phrases with a secondary + primary stress pattern (e.g., morning coffee). (Author)

The purpose of this paper is to determine whether the sounds, ?, h, y, and w function as a natural class by investigating the following languages that have a metathesis rule affecting these sounds: Yagua, Zoque, classical Greek, Mandaic, Akkadian, Hanunoo, Tubatulabal, Twana, and Hungarian. The paper is divided into four parts. Section 1 briefly describes the rules in the nine languages chosen for the study. Section 2 explores the possibility of an implicational hierarchy of glides. Section 3 consists of some hypotheses about the motivation for metathesis, and the final section is a list of six additional languages which, because of insufficient data, are not included in the main arguments of the paper. (Author/PMP)

This resource paper on geographical spatial diffusion is part of a series designed to supplement undergraduate geography courses. Focusing on the unfolding of man's patterns over geographic space and through time, the paper provides the basic theoretical background of this new, rapidly growing area of geography. Following a short introductory section, chapter two outlines the various carriers and barriers to both physical and cultural diffusion. Carrier processes may take the form of expansion, relocation, hierarchical filtering, or contagious diffusion as with diseases. Barriers to diffusion may be physical or cultural, such as differences in languages or levels of technology. Since spatial diffusion takes place on many different scales, chapter three focuses on the various models of individual or micro-level diffusion, urban diffusion, regional diffusion, and macro-level (or national and international) diffusion. Chapter four discusses the frontiers of diffusion research. Also included is a list of further readings and illustrative references. (Author/DE)

This paper compares population growth and affluence in developed nations in which per capita income and consumption have been relatively high, and in developing nations in which per capita income and consumption have been relatively low. The paper is one in a series of occasional publications intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. In this publication, the author uses the consumption of energy and steel between 1950 and 1970 as primary indicators because of the obvious implications of the growth of such parameters upon the environment and the world resource base. Graphs and tables are provided. (Author/RM)

This document is a collection of three papers originally prepared as part of a series of public lectures presented by the Faculty of Education at the University of Rhodesia. Each paper stresses the vital need to examine assumptions made about the pupil in school to see whether provisions made for him are really in accordance with his present and future needs. Titles of the three papers are: "The Early Years: The Vital Years of Childhood,""Sex Bias as a Variable in Primary Education," and "Sex Differences in Scientific and Mathematical Competence at Adolescence." (Author/JMB)

This bulletin presents abstracts of papers presented at St. Louis, Missouri, February 26-29, 1912, before the National Council of Education of the National Education Association; the Department of Superintendence of the National Education Association; the Department of Normal Schools of the National Education Association; the National Society for the Study of Education; the Society of College Teachers of Education; and the National Committee on Agricultural Education. Abstracts of papers presented to the National Council of Education, National Education Association include: (1) Economy of time in education (James H. Baker and James M. Green); (2) Economy of time in elementary and education (James H. Van Sickle); (3) High-school preparation of candidates for normal schools (David Felmley, J. H. Phillips, Homer H. Seerley, and Charles S. Chapin); (4) High-school preparation of normal-school candidates, from the high-school point of view (J. Stanley Brown); (5) Health problems in education (Thomas D. Wood); (6) Securing public support for health work in schools (William H. Allen); (7) Status of the country school (E.T. Fairchild); (8) Consolidation of rural schools (Adelaide Steele Baylor); (9) Standardization of the country schools (Thomas H. Harris); (10) Rural-school funds--their source and distribution (Edward C. Elliott); (11) The rural-school plant (Luther L. Wright); (12) The problem of rural education (David Snedden); (13) The problems of standards or tests of the efficiency of schools or systems of schools (George Drayton Strayer, Carroll G. Pearse, Charles H. Judd, and Lotis D. Coffman); and (14) Standards and tests of rural-school efficiency (Edward C. Elliott). Abstracts of papers presented to the Department of Superintendence, National Education Association include: (1) Waste and efficiency in school studies (W. H. Elson); (2) Departmental teaching in the elementary grades (W. L. Stephens); (3) The child v. promotion machinery (D. E. Phillips); (4) Some adjustments and changes in the course of study, and school organization suggested by the needs and the capacities of children that vary from the standards set for average pupils (D. H. Christensen); (5) A reorganization of our school system (J. H. Francis); (6) The value of the educational commission in determining the efficiency of a city school system (Calvin N. Kendall); (7) The relation of an urban community to its public-school system (Martin G. Brumbaugh); (8) How may a community learn its unmet school needs? (William H. Allen); (9) Quantitative tests in education (George H. Chatfield); (10) The function of the kindergarten in the public-school system (Lucy Wheelock); (11) Duty of superintendents in the enforcement of child-labor laws (Owen R. Lovejoy); (12) How far shall the public-school system care for the feeble-minded? (James H. Van Sickle); (13) Do schools of trades meet the needs of city children for vocational training? (Carroll G. Pearse); (14) How should the school system contribute to an intelligent choice of vocation on the part of the pupil? (George Platt Knox); (15) The education of girls (I. D. Harvey); (16) The educative value of the study of agriculture (Earl Barnes); (17) The next step in teaching agriculture in rural schools (E. C. Bishop); (18) Types of special schools in the larger American cities (Andrew W. Edson); (19) A definite propaganda to impress upon the American mind the necessity of an expansion of the field of education to provide as ample facilities for education by work and education by play as are now provided for education by study (M. G. Brumbaugh); (20) The scientific study of arithmetic work in school (J. T. Giles); (21) The utilization of the school plant (William Wirt); (22) Vocational guidance (Meyer Bloomfield); (23) The schoolhouse as the civic and social center of the community (Edward J. Ward); (24) The bookman in his relation to the textbook problem (Frank A. Fitzpatrick); (25) Effect on education and morals of the moving picture shows (Joseph R. Fulk); (26) Standardization of janitor service (G. M. Wilson); and (27) Relative cost of education of high and elementary school pupils (E. O. Holland). Abstracts of papers presented to the Department of Normal Schools, National Education Association include: (1) Attitude of the normal schools toward education (W. J. Hawkins); (2) Work of the normal school in the reorganization of the elementary school curriculum (Eugene W. Bohannon); (3) Place of the normal school in agricultural education (E. E. Bacomb); (4) Place of the State normal school in agricultural education (W. M. Stewart); and (5) A plan of normal school statistics (Homer H. Seerley). Abstracts of papers presented to the National Society for the Study of Education include: (1) Classification of plans for industrial training (Frank Mitchell Leavitt); (2) Prevocational industrial training in the seventh and eighth grades (George A. Mirick); (3) The separate or independent industrial school (M. W. Murray); (4) The separate technical high school (James F. Barker); (5) Industrial training in the cosmopolitan high schools (H. B. Wilson); (6) The public trade school (Charles F. Perry); (7) The part-time cooperative plan of industrial education (Adelbert L. Safford); (8) The Cincinnati continuation schools (Pliny Johnston); (9) Vocational guidance (Meyer Bloomfield); (10) Training of teachers for secondary courses in agriculture (A. C. Monahan); (11) The vocational agricultural school. With special emphasis on part-time work in agriculture (R. W. Stimson); (12) State aided departments of agriculture in public high schools (Dick J. Crosby); (13) High-school agriculture without State subsidy (W. H. French); (14) In public high schools should agriculture be taught as agriculture or as splendid science? (William R. Hart and G. F. Warren); (15) What should be the difference between graduate and undergraduate work in education (Edward F. Buchner); (16) Relation of normal schools to departments and schools of education in universities (George F. James, Charles H. Johnston, and Elmer E. Jones); (17) Undergraduate degrees in education in various colleges and universities (James E. Lough); (18) Undergraduate degrees in education in various colleges and universities: Outline of a course in school hygiene (William H. Beck); (19) Undergraduate degrees in education in various colleges and universities: Their academic and professional requirements (Anna Jane McKeag); (20) The present status of education as a science: The problem of educational psychology (V. A. C. Henmon); (21) The present status of education as a science: The principles of education (William C. Ruediger); (22) The present status of education as a science: The principles of education (Bird T. Baldwin); and (23) The present status of education as a science: Educational methods (S. Chester Parker). Abstracts of papers presented to the National Committee on Agricultural Education include: (1) Definiteness in agriculture (A. B. Hess); and (2) What Uncle Sam carries in the second-class mail: Does this help the farmers or other industrial workers? (J. W. Heston and Manley J. Wixson). An index is included. [Best copy available has been provided.]

A selection of papers on Asian population trends and educational development is presented in four parts. Part I defines the major components of Asian population growth as the rapid decline in mortality after 1945, relative increases in the population of less developed regions, accelerated fertility potential, and unequal distribution of wealth. Education is characterized by unequal opportunity and a high dropout rate in primary grades. Part II views rapid population growth as an obstacle to progress and discusses the shortage of capital, the employment dilemma, rising costs of services, social development, and the difficulties of setting educational priorities. Case studies are presented which focus on educational expansion and equality in Japan, Sri Lanka, Pakistan, Thailand, and Singapore. Part III focuses on rural-urban migration and highlights the problems of this migration with case studies of India, Japan, and Indonesia. Part IV discusses the need for educational innovation and suggests that planners redefine educational objectives more democratically. This section discusses international cooperation in education, radical policies for rural areas, local input into the educational system, and the importance of family planning. A selected bibliography is included. (Author/DB)

The need for planning in educational systems may be interpreted as the need to identify, prepare, and devise new or revised procedures through which explicit systemic goals may be realized. Usually such efforts have a specific time orientation. Planning is further related to policy in the sense that policy is a legitimized procedure or course of action. The logic suggests that planning should precede procedure specification and formal policy action. Computer simulation is a relatively new approach to the study and further understanding of complex entities and situations. The computer program is the embodiment of the real world event or entity of interest. Its primary advantage is the computer's capability of storing, manipulating, recombining, and reporting the past, current, and future states of numerous variables which together comprise the total behavior of a complex event or system. In this sense, the computer exceeds the intellectual capacity of the average person who would experience difficulty comprehending the totality of input variables, interaction effects, and current states of the system. (Author/WM)

The purpose of this paper is to investigate how languages express contrastive emphasis. It is argued that all contrastively emphasized constructions have underlying cleft sentences, independent of whether the surface structure is an equational or a nonequational one. It is furthermore argued that emphatic word orders are systematic and predictable given a certain language type, and that the position of the object plays an essential role both in the cleft and noncleft emphatic constructions. (Author)

This publication resulted from the perceived need for policy makers concerned with the quality of the environment to have information beyond that limited to rhetoric and crisis oriented material. A forum in which the ramifications of long-term viewpoints could be discussed and a mechanism for continuing dialogue between policy makers and ecologists, land use planners, economists, systems analysts, and human behaviorists of all persuasions were needed. Therefore the Environmental Studies Division, Washington Environmental Research Center, Office of Research and Development invited a number of experts to present their views on alternative futures, the environment, and the quality of life. Each speaker was asked to prepare comments in one of three research themes: The Nature of the Environmental Crisis, Zero Population Growth and the Environment, and Implications of Alternative Growth Policies on Environmental Quality. This book, which resulted from the papers and discussions at the forum, is divided into two parts. Part 1, Challenges of Alternative Futures, reviews the environmental and population issues, presents a recent systems method of analyzing the problems of growth and summarizes the international implications of growth policy. Part 2, Coping with Alternative Futures, presents human behavioral factors and their influence on growth policy. Classical and modern concepts of economics and implications for growth policy conclude the work. (Editors/PEB)

This paper attempts to spell out some possible solutions to major problems confronted by new town planners and local school districts faced with new towns suddenly appearing within their borders. A number of possible alternative routes that developers and school districts might explore in attempting to cope with such problems are also discussed. The problems considered concern the wisest approaches to planning educational systems for new towns; ways of providing educational space on short notice; ways of financing the educational programs and new facilities for new town children in the face of grave financial shortages; ways of governing the new town educational system; and possible problems created by the costly overlapping and duplication of municipal services. (Author/MLF)

A prevailing concern of leadership development is the extent to which performance-oriented training increases the ability of an individual to define and implement a process to accomplish stated objectives. The systems approach provides an analytic strategy for task decomposition into sequentially, temporally ordered activities without necessarily dictating the process by which distinct activities are to be accomplished. The planning techniques discussed in this paper are modified versions of the Program Evaluation and Review Technique and, like PERT, descend from network and graph theory. However, combined use of the time file and the procedural timetable appear to provide a definite, practical approach to significant increases in management performance as well as several advantages not associated with the use of PERT. (Author/WM)

Special libraries can be expected to accept and approve the National Program for Library and Information Services although certain aspects of the program are antithetical to the nature of the special library. Traditionally independent, special libraries tend to have a local rather than national orientation and to resist standardization. Although library networks are very useful to special libraries, they cannot always return equivalent service to other libraries. The highly specialized collections and skills of a special librarian should be the major contribution of special libraries to national cooperation, but some libraries may make only financial contributions to networking. Special libraries are well-prepared to accept the national program's emphases on the information function and on the use of new technologies. A list of needs to be filled and activities to be undertaken completes the paper. (Author/PF)

The syntactic relationship between the quantifier and the noun phrase (NP) and the function of the quantifier in the sentence are studied. In the first part of the paper, the theories of several linguists concerning the structure of the NP that includes a quantifier are reviewed. In parts 2 and 3 a syntactic description of the quantifier is presented, in which the quantifier is introduced in the deep structure as part of a noun phrase. Examples from French, English, Japanese, Chinese, and Thai are used throughout. (PMP)

This paper by the World Bank, divided into three major sections, analyzes world wide trends in educational development. It states that educational systems in developing countries are all too often ill-conceived and are not adapted to developmental needs. The first section describes worldwide trends in educational development during the period from 1950 to 1970. The second section summarizes the state of education throughout the world at the beginning of the 1970's and sets forth issues and problems that confront developing nations. Five basic issues are discussed which include the development of skills and their relevance, mass participation in education and development, education and equity, increasing efficiency, and improving management and planning. The third section deals with the educational lending policies and programs of the World Bank and the International Development Association. Part one of the third section outlines the bank's policy and activities from 1963-1974. Part two outlines the objectives of the bank in lending for education. Part three discusses the bank's current lending programs, future possibilities, and problems developing from the policies. (DE)

This document presents papers dealing with various aspects of Marxist literary influence, and more specifically socialist realism, in India, Pakistan, and Bangladesh. Included are articles that deal with such subjects as the All-India Progressive Writers' Association, creative writers in Urdu, Bengali poets today, Indian poetry in English and socialist realism, socialist realism and the Indian novel in English, the novelist Mulk Raj Anand, the poet Jhaverchand Meghani, aspects of the socialist realist verse of Sundaram and Umashankar Joshi, socialist realism and Hindi novels, socialist realism in modern Hindi poetry, Mohan Rakesh and socialist realism, and the evolution of Yashpal from socialist realist to humanist. (TS)

The two essays contained in this discussion paper examine means for determining alternatives to formal education. "The Strategic Uses of Comparative Learning Environments" assumes that different environments are conducive to accomplishing different goals. In the future there is a need to find out more about the structural properties and construction of learning environments and to achieve a better fit between educational means and ends. Eight structural elements that affect learning environments are listed: the age mix and social composition of the adults and children; the nature of the reward structure; the proximity of the situation to action, meaningful work, use, and normal living; the timing of the experience with respect to employment; abstract versus concrete content; and the duration of relationships. "Systemic Capacity as a Problem in the Design of Alternatives to Formal Education" presents a hypothetical schooling model made up of the "givens" of schooling. These givens include evaluation, schooling as means rather than end, certification, time-performance accounting, literacy, content specificity, pedagogical transactions, and demand for an acculturating mechanism. The systemic capacity, or range of things that the learning environment can do, is gauged by possible variations in these givens. A question list is included to form the backbone of a correlation of structure and function within the idea of systemic capacity. (JH)

The three essays in this discussion paper present ways of structuring the concept of non-formal education. "Toward a Contextual Definition of Non-Formal Education" isolates three primary sub-systems: organizational, human, and curricular. Within these subsets non-formal education is differentiated from formal education by a more loosely integrated structure capable of accommodating the three subsets. "Non-Formal Education: Problems and Promises" looks at institutions anthropologically and defines non-formal education as a planned instructional design using both overt and convert procedures in a more flexible environment to teach goals determined by regulated policy. Using this definition the essay discusses non-formal education's implications for development aid, its potential for achieving developmental goals, and its inherent problems. "An Operational Approach to the Definition of Non-Formal Education" reviews the following contextual elements: changing development goals, limited resources, underdeveloped populations, government and accounting agencies, formal schooling, accepted reward structures, and communications media. A pragmatic definition reflecting the needs posed by these elements is that non-formal efforts are outside the formalized, hierarchical structure of the graded school system, yet, are deliberately planned. Their "non-formality" resides in their locational and organizational aspects rather than their purposes, pedogogy, or status. (JH)

The two essays that make up this discussion paper explore the cultural implications for non-formal education. "Modes of Intervention" examines the typical fashion in which nations have aided the development of other nations through technical assistance. This mode comes from the assumption that a modern nation has special knowledge to assist a developing one. A different mode for intervention is suggested, however, one that requires the intervening nation to explore the institutions that already function within a society and build on them toward development goals. "Educational History and Non-Formal Education: A Methodological Strategy" sets out to articulate an historical study of education and to organize the inquiry along the lines of a search for similarities between educational arrangments and extra-educational variables. Education is cast as a dependent variable in a system where change in techno-economic arrangements generates change in social organization and in ideology. A typology is developed that matches primitive, modern, and traditional social units with techno-economic arrangements, social organization, and ideology, and with educational activities (enculturation, skill transfer, and knowledge transfer). This typology, delineated as a format for a cultural history of education or as a step toward an anthropology of education, is considered remarkable in that it does not automatically reveal a particular categorization for non-formal educational activities. (JH)

The major contention of this paper is that the emphasis in developing countries on non-formal alternatives to formal schooling can be related to a major reconstruction now underway of the concept of economic development. The earlier concept of development is defined as economic growth reflected in increased gross national product, principally through industrialization. A number of variables which need to be incorporated, however, are left out of this economically based model: humanitarian and survival needs, nationalism, the growing aspirations of people in developing nations, the limits of industrialization, the role of rural development, employment as a problem and goal in its own right, and an imperative for decentralized planning. In the midst of crisis characterized by greater demand, higher costs, wastage in sequential schooling, and a growing educated unemployed, education must cater to the demands of modernization: basic literacy, manpower training, and a professional elite. The shortcomings that have required a new look at development and the shortcomings in education suggest a way of establishing priorities for implementing non-formal education. Special attention should be given to low-cost, short-duration, need-based, aspiration-accommodating, employment-linked, decentralized, and highly distributive education. Further, wider use of local resources, established oral traditions, and an immediate reward structure are features to consider. (JH)

This paper is a statement, from the viewpoint of a language teaching specialist, of the contributions language learning theory could make to language planning. It consists of three parts: (1) a conceptual framework of language planning used to identify ways in which a linguist might contribute; (2) a summary of basic concepts of language learning theory, and (3) a review of literature on selected problems in bilingual education in order to examine the validity of any implications from language learning theory. The examination of several language learning theories leads to the conclusion that teachers in bilingual programs should have training in the methods of teaching English as a second language and that the socioeconomic and cultural background of the non-English-speaking student cannot be ignored if efficient learning is to take place. (PMP)

This paper is a syntactic analysis of standard French negation. The following expressions are described in detail: (1)ne...pas(point), (2)nullement (aucunement), (3)plus, (4)jamais, (5)pas encore, (6)guere, (7)rien, (8)personne, (9)aucun(e), (10)nul(le), (11)ni...ni..., (12)nulle part, (13)que, (14)pas un(e), (15)nul. The negative expressions are studied in groups which are determined by shared syntactic traits. (PMP)

This collection of 31 papers is the second resulting from the Polish-English Contrastive Project. The overall purposes of the project are to prepare a Polish-English contrastive grammar and to develop pedagogical material. The basic model used for the research is the transformational generative one. This volume is divided into three sections: (1) General - three articles dealing either with general aspects of contrastive analysis or with semantics, (2) Phonology - eleven articles dealing with all aspects of English and/or Polish phonology, and (3) Grammar - seventeen articles dealing mostly with morphology and syntax of English and/or Polish. (TL)

The American Association of Community and Junior Colleges organized a consortium of five observation and demonstration colleges to implement pilot programs aimed at older adults. Site selection was made on the bases of geographic dispersion, community variation, economic characteristics, and the proportion of older adults in the population. This publication consists of five papers, written by practitioners in the field, describing activities of the colleges involved in the project: Tri-County Technical College (South Carolina), Clackamas Community College (Oregon), Community College of Allegheny County (Pennsylvania), Flathead Valley Community College (Montana), and Southeast Community College (Nebraska). The activities described represent customized responses to local conditions, but offer practical advice on what can be done to improve the quality of life of older adults and how to get started. The colleges show a high degree of responsiveness to community needs, and a leadership capability through work with not only senior groups and individuals, but also agencies and organizations. In each case the participating college was able to identify local resources to pool together with external funds to launch a comprehensive array of new services. (NHM)

These National Humanities Faculty working papers are presentations from the Question of Authority Workshop. Frithjof Bergmann's "The Logic of Freedom" distinguishes two approaches to the concept of freedom--that freedom is the ultimate good and that freedom is a burden. A theory of freedom is constructed in the second part of Bergmann's presentation. It states that an act is free if the agent identifies with the element from which it flows; it is coerced if the agent disassociates himself from that generating element. This theory requires identification or self-knowledge prior to freedom. Leon Sinder contributes "What Makes an American an American" and "The Authority of Biosocial Factors." American culture is delineated in the first presentation according to an underlying system of American values. Some of those values are puritanism, efficiency, and the ideal of the man of action. The biosocial factors that exert authority on man, chosen for discussion in the second presentation, include not only requirements common to all living things, such as reproduction, but also those more peculiar to man, such as the need to belong, the passage of time, the will to power, and conservatism. Societal and individual accomodation of these biosocial factors is also considered. (JH)

The major policy points made in the paper are that: (1) New York State needs a comprehensive system of occupational education which serves all persons needing job preparation and which uses all available public and private resources; (2) such a system will make available to every person a continuum of educational opportunities beginning in early childhood and extending beyond high school for as long as the individual needs or wants such opportunities; (3) occupational orientation in the elementary, middle, and early secondary years will provide all students with the basis for informed decisions regarding their imminent occupational and educational plans; (4) occupational education services for adults and out-of-school youth will be expanded and improved through more orderly arrangements which eliminate wasteful competition and duplication of efforts; and (5) all occupational education programs will be conducted within the framework of a State and regional planning process, coordinated by the State and involving all levels of government and all agencies or groups which operate or are affected by occupational programs. The short-range and long-range program implications of the policy are outlined, with reference to objectives in the New York State Plan. (SD)

The major purpose of this paper is to initiate discussion on the validity of systematic phonemics in the area of language acquisition. This is not an attempt to write a phonology, but rather an outline of some theoretical and formal devices that may be used for gaining insight into the phonological system of the child. An evaluation procedure suggested is that of "developmental adequacy" which accounts for the process by which a child moves closer to a system that is constantly presented to him. Such a procedure includes statements of stability that mark certain aspects of the child's system as similar to, and others as distinct from, the model to which he is presented. A summary of rules suggested for the child's system include: reduplication, diminution, production alternation, and adaptation. The productive rule is introduced to cover the child's comprehension of sounds he does not yet produce, and the adaptive rule expands the notion of "developmental adequacy." (Author/LG)

The purpose of this monograph is to show that sufficient achievements in scaling applications have been made to justify serious study of scaling methodologies, particularly multidimensional scaling (MDS) as a tool for geographers. To be useful research, it was felt that the common methodological and technical problems that specialized researchers share with other scholars should be indicated by review of the applications, and that an adequate statement on the mathematics and heuristics of scaling algorithms is necessary. As a review of applications, subroutines in scaling programs are "dissected" in order to understand how certain critical parameters are defined and used. This research work is presented in three parts relating to 1) basic fundamentals of scaling, data requirements, and algorithm constructions and problems; 2) two step-by-step examples of the non-metric section of a multidimensional scaling algorithm; and 3) a review of geographical applications of the approach in a variety of problem areas. The position of this paper is that MDS provides a useful and constructive methodology for examining the problems of preference and choice for researchers in geography. In conclusion, some problems of using MDS are mentioned and its potential uses in geography given. (Author/ND)

This resource paper on spatial allocation analysis is part of a series designed to supplement undergraduate geography courses. Spatial allocation analysis is the study of the distribution of economic flows and transactions over geographical space. This account represents a general introduction to the process and its application in geographical inquiry. It proceeds by examining a series of models of spatial allocation systems, where the term "model" signifies an idealized representation. Under examination is a transportation problem model that includes (1) a set of geographically distinct points or regions which produce some commodity, (2) a set of geographically distinct points or regions which consume the same commodity, and (3) a given unit cost for transportation of the commodity from any producer to any consumer. In examining the flow of commodities, constraints are observed so that no supplier's total productive capacity is exceeded and all consumers' demands are met. Attention is focused first on the purely computational properties of the simple transportation model, then on the theoretical underpinnings of the model, and lastly on a variety of important, formal generalizations from the model. (Author/DE)

This paper, one in a series of occasional publications, discusses population growth and trends in the African Republic of Zaire. The series is intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. This publication includes a discussion of the following: (1) General Characteristics of Black Africa, (2) African Attitudes toward Population, (3) Demographic Trends in the Zaire, and (4) Urban Trends and Internal Migration. (Author/RM)

This paper, one in a series of occasional publications, discusses trends in food production and population growth, emphasizing how environmental quality will be affected. The series is intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. This publication includes a discussion of the following: (1) Land Resources and Productive Capacity; (2) Water Resources and Water Quality; (3) Energy and Food Production; (4) Fertilizers and Soil Nutrients; (5) Pest Management; (6) Organic Residues from Agriculture and Food Processing; (7) Threats to Ecological Stability; (8) Trade-Offs: Environmental Quality, Food Production, and Costs; and (9) The Role of Population Growth. (Author/RM)

This paper, one in a series of occasional publications, discusses the role of the midwife, or "daya," in contemporary Egypt. The series is intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. The following questions are discussed: (1) How is the traditional midwife faring in Egypt, a country where modern medicine has been practiced for many decades and where maternal and child health and family planning services are within reach of most inhabitants? (2) How have her role and her practices evolved and adjusted in the face of competition from modern medical practice? (3) What forms of interaction exist between her and the public health personnel? (4) How does she view family planning activities and is there any way in which she can be induced to help rather than to obstruct family planning efforts? (Author/RM)

This paper discusses recent histories of labor shortages in Singapore, Japan, and several western European countries. Emphasis is upon the economic effects of severe shortages of labor. Fearing that these shortages would seriously handicap further economic progress, many people in these countries have advocated large-scale immigration or increased population growth or both. It is the author's conclusion that the existence of a labor shortage is not a valid ground for encouraging either population growth or immigration. The series of which this publication is a part is intended to increase understanding of the interrelationships between population growth and socioeconomic and cultural patterns throughout the world, and to communicate this understanding to scholars and policy makers. (Author/RM)

Designed as supplementary material to undergraduate geography courses, this document focuses on a contemporary social problem and its relation to geography. The paper examines existing patterns of residential separation in which ethnic and racial groups--primarily black Americans--generally are spatially clustered in segments of urban space that frequently assume a territorial identification. The purpose is to explore the operation of forces that are responsible for patterns which are molded by both economic and social behavior. After an overview of the problem is in chapter 1, a brief history of the black ghetto as a legacy of the past is included in chapter 2. Chapter 3 examines urbanization of the early 1900s and its relation to ghetto formation. The location of urban space throughout the United States is explored in the fourth chapter, determining that the ghetto is a universal spatial configuration in large urban centers. The fifth chapter presents an explanation of the mechanism which produces such spatial patterns. It includes social, economic, and political variables. These variables are examined in relation to balck and white residential patterns in chapter 6. A list of references cited in the text concludes the document. (Author/JR)

This resource paper is designed to supplement undergraduate college geography courses at the introductory and advanced level; it is intended for the use of both the student and instructor. Two perspectives are discussed: the nature of individual movement behavior and the consequences of large numbers of moves for change in neighborhood characteristics. Part I is concerned with the decision-making processes of individual households for which two distinct stages are recognized: the decision to seek a new residence and the search for a new dwelling. In the first stage, factors affecting the decision to move are identified with particular attention focused on movement as a response to stresses of the local environment. In the second stage, the interaction between the household's awareness of the characteristics of the urban area and the location of available opportunities is stressed. Part II treats aggregate properties of residential mobility with emphasis on the implications of particular patterns of movement for neighborhood change. A model for examining mobility in large North American cities is developed in hopes of answering questions relating to the rate of population turnover and the change in neighborhood population composition. Figures, tables, and sources of the data for mobility studies are included. (Author/JK)

The nature and status of collective bargaining by faculty in colleges and universities in both the United States and Canada are reviewed. The growth patterns for collective negotiation in both countries and the causal factors for faculty unions are contrasted. The use of collective bargaining in higher education raises issues, including the determination of bargaining principles; determination of who should be included in the bargaining unit definition; the effect of the principle of exclusivity of bargaining rights on the agreement; and the resolution of bargaining impasses, grievance procedures and arbitration. Contents of contracts that are specifically related to higher education are discussed including governance, personnel policies, and academic provisions for faculty responsibilities and functions. (JMF)