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The proceedings of a program on teaching chemistry through energy and the environment that included plenary lectures, country and commission reports, introductions to new programs and materials, and an experimental approach to curriculum development across national boundaries via the production of an instruction unit are provided. The workshop participants included 34 nations, 4 ICSU teaching commissions, the American Chemical Society, and the World Bank. The participants were asked to develop an instructional unit in the context of an international meeting. The unit, entitled "Burning Fuels: How Can Chemistry Help Us Minimize Waste in Materials and Energy?", is included in this document. The instructional unit contains an introduction, the science content, pedagogical concerns, 5 model teaching unit plans, 20 classroom activities, societal/technological issues, general applications and illustrations, and other related disciplines and concepts. A synopsis of plenary lectures, abstracts and reports from each country, the instructional unit, a copy of the program, a participant list, a listing of the resource materials in the book bag that participants took home to their countries for further use, and a listing of audio-visual materials that were part of the evening program. Antigua, Australia, Brazil, Bulgaria, Canada, China, Denmark, Ethiopia, Finland, France, Germany, Ghana, Hungary, India, Italy, Jamaica, Japan, Jordan, Mexico, Netherlands, Norway, The Philippines, Portugal, Puerto Rico, Singapore, Spain, Sweden, Thailand, Soviet Union, United Kingdom, United States, Venezuela, and Yugoslavia were participating countries. (KR)

The California School for the Deaf (CSD) conducted a study to familiarize students and faculty with available programs at Lawrence Hall of Science and to see if the instruction and teaching philosophy used to introduce the programs was adequate for students with impaired hearing. The pilot study was positive, so objectives were formed to adapt current computer programs. Objectives included: (1) improvement of teacher attitude and ability concerning the computer, (2) improvement of student attitude and ability through training, and (3) an evaluation of the results of the year's project. The program was determined a success since there was a significant increase in the use of the computer by students and faculty at CSD. Appendixes include a survey of student and teacher opinion, samples of lessons, graphs indicating usage, and teacher opinion surveys. (Author/DS)

This collection contains the following conference presentations about the National Center for Research in Vocational Education at the University of California at Berkeley: "Visions and Principles" (Charles Benson); "How the Center Sees Its Role" (Gordon Swanson); "The Research Agenda" (Sue Berryman); "The Service Agenda" (Jeannie Oakes); "Dissemination" (Peter Seidman); and "Organization" (Gerald Hayward). Appendixes include a list of contact persons at the National Center; the center's 1988 agenda; and a brochure outlining the center's mission, research agenda, and available services. (MN)

This paper describes and analyzes all of the activities of the Berkeley, California school superintendent on September 20, 1973, a fairly typical workday. Included is a chronological log of each event and personal encounter during the day. All incoming and outgoing correspondence and phone calls for the day are also listed. Altogether the suprintendent had 138 encounters involving 80 different people. Fifteen different roles that were filled by the superintendent during the day are examined, and his interpersonal relationships and professional awareness, knowledge, and skills are analyzed. In a final section, the author discusses implications of the study for various issues including theory-based administration, administrative style, survival vs. leadership, urban complexity, leadership acquisition, behavior modeling, and collaboration between researchers and practitioners. (JG)

The way in which an all-women's department, the Department of Home Economics at the University of California (Berkeley), tried to raise its status and adhere to academic values of a research university after starting out as a low prestige undergraduate program is analyzed. Some of the related research questions are: whether academic departments within coeducational universities intended mostly to serve women (such as education, library science, women's physical education, hygiene, nursing, and home economics) automatically start out low in status, power, and prestige; whether their status rises or falls over time; and how they sustain their existence. Focus was on the following: Agnes Fay Morgan, the female institution builder (a PhD in chemistry who became chair of the household science division of the department, reorganized it into an independent department, and tried to raise the status of her department); hiring of faculty; building a curriculum; research activities; space and research facilities; changing the name of the department; the graduate group in nutrition; visibility; and gender and status. It is noted that gender and status form a vicious circle, and that gender played a crucial role during the life of the Department of Home Economics at the University of California at Berkeley. The case demonstrates how significant gender is as a factor in ranking academic departments. (SM)

Although many metaphors were developed throughout the Free Speech Movement at the Berkeley campus of the University of California, the central metaphor of the movement was the university as a factory. The analogy was used to argue that trends in higher education were moving toward the dehumanization of students and was related to the national concern over lack of freedom by many to exercise their constitutionally mandated civil rights. Students argued that university involvement with industry was mercenary and that students were used, like raw materials, to be molded into prefabricated cogs to fit easily into the machinery of government and industry. The movement, by its use of the structural analogy--university as factory--chose an extremely powerful argumentative tool and a useful image that lent itself to quick and wide dissemination among members of the movement. The continued development of metaphors allowed the leadership to control the analogy to a fairly high degree. However, when compared to the standards of ethics proposed by Richard Weaver, the Free Speech Movement--because of certain unwarranted uses of words as "free speech", its desire to eradicate hierarchical distinctions at the university, and its failure to recognize the constraints placed upon the university--must be judged as ethically suspect with regard to rhetoric. (HOD)