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The article reports on the issue faced by James Worley, head of the English department at Fox Lane High School in Bedford, New York on his refusal to file lesson plans two weeks ahead of class. It provides an overview of the two-night hearing in the school auditorium wherein Principal Arthur Shedd argued that lesson plans were not inflexible, just a guide for substitute teachers. It also mentions the stand of Worley regarding the issue in which he emphasizes his competency in the classroom.

The problem classically titled "The Examination Schedule Problem" takes various forms in the literature. Most of these formulations can be presented in the terminology of classical Network Theory. One such formulation is: Given a nondirected network, partition its nodes into a minimal number of subsets such that no two members of the same subset are connected by an An obvious lower limit to this number is the size of the largest strongly connected subgraph. Kirchgassner proved that an upper limit is this size plus one. One logical extension of the previous work is the introduction of variable length examinations where W(I) is the number of periods for exam I. The object of this paper is to generalize the definition of largest strongly connected subgraph to include the weighting of nodes, to present an approximate algorithm which usually finds the largest strongly connected subgraph, and to discuss the application of this algorithm to the solution of school scheduling and exam scheduling problems. [ABSTRACT FROM AUTHOR]

The article offers news briefs on issues related to the Association for Computing Machinery (ACM) as of March 1972. Experts who attended a conference to review the report of the ACM Curriculum Committee for Computer Education for Management have agreed that ACM's proposed graduate curriculum programs in information systems are relevant to industry needs. The Columbia River Basin Chapter of the ACM has voted to disband since the chapter has been inactive.

Presents letters to the editor referencing articles and topics discussed in previous issues. Discussion on problems and difficulties of running a large computer conference; Comment on the article "Master's Level Computer Science Curricula" that was published in the July 1968 issue of the journal; Information on a proprietary software package that stimulates others to express their opinions.

The article presents the author's personal collection of artifacts which relates to instructional objectives in the U.S. These include used practice sheets from the classic book on instructional objectives by Robert Mager, a blue and gold bumper sticker which reads "Help Stamp Out Nonbehavioral Objectives!," and an original filmstrip entitled "Educational Objectives." With his years of experience in instructional objectives, the author asserts the necessity of operationality in education. He thinks that proposals for instructional objectives make teachers generate instructions in classroom rather than be a selector on the instructional goals.

The article focuses on human relations courses offered by companies such as the Relationship Improvement Program from Human Development Institute Inc. (HDI) and those from Basic Systems Inc. It says that HDI has sold the human relations course to over 50 companies including Shell Oil Co., Business Machines Corp., and Lockheed Aircraft Corp. It adds that the courses of Basic Systems are used by companies including Union Carbide Corp., E.I. du Pont de Nemours & Co., and Union Bag-Camp Paper Corp.

Here seems to be a standing assignment in the office of every high-school paper which reads: "Send somebody to interview a columnist." This is not said plaintively. Interviewing is a form of flattery. People can become sick unto death of flattery but that would seem to me a beautiful way to die. At the present time the author have no fair cause for complaint, because he publicly printed his telephone number and said that he would meet all and any who wanted an interview.

The article offers information on the Selective Plan being offered by the International Correspondence Schools (ICS) at Scranton in Pennsylvania aiming at employee training. Under the new plan, a student's employer decides the courses that should be included in the training program based on job needs. It mentions that the need for the new plan was proposed by ICS president Lawrence W. Tice and also informs about the Selective Plan course's registration and other fees.

The article discusses the comparison of the proposed Mathematics curriculum administered by the Mathematics Curriculum Committee, as part of educational changes in the U.S. Gordon Mackenzie, an author, has observed that the curriculum change process undergo a series of phases, beginning with criticism of the old program and ending in implementation of a newly selected program. He conceptualized the phases in terms of six variables or determiners of the curriculum. These determiners include teachers and students for whom selection will be made, the content, methods, and materials involved in the proposal, and the element of time. After examining the possible effects of the proposed curriculum on each of the six determiners, the proposal with the most desirable profile will be selected.

This article discusses how high school mathematics teaching can be improved. The subject matter of mathematics consists of abstractions. Some teachers believe that learning proceeds most efficiently if one goes from the concrete to the abstract. A mathematical abstraction is not a symbol or a mark which someone makes on paper or on a chalkboard. A mathematical abstraction is an entity which has no physical existence. A person becomes aware of a given abstraction after dealing with several instances of it. Even though the proper subject matter of mathematics consists of abstractions, the teaching of mathematics is largely characterized by attempts to teach children efficient methods for manipulating symbols without giving children sufficient experience to become aware of the abstractions denoted by the symbols. The University of Illinois Committee on School Mathematics (UICSM) was appointed in December 1951 to investigate procedures for implementing the recommendations made by an earlier committee for improving the competence of beginning engineering students to the point where they would be able to study calculus in the freshman year. It was quickly decided that a realistic proposal for improvement would have to include classroom-tested instructional materials. The committee designed a new curriculum by using the concept of abstraction. The UICSM instructional materials are full of exploratory exercises designed to build awareness of abstractions.

The article focuses on the lack of pre-service programs for the training of core teachers in Alabama. Except at State Teachers College, Troy, Alabama, pre-service programs for the training of core teachers are presently nonexistent in Alabama teacher training institutions. Need for pre-service programs for the training of core teachers in Alabama is made further evident by the two- year study recently made by the writer which shows forty-three Alabama secondary schools in twenty-two counties now experimenting with the core curriculum. In a Teachers Colleges Curriculum Revision Program which paralleled the last four years of the state-wide Alabama Curriculum Development Program, the four white Alabama teachers colleges, working in conjunction with the Commission on Teacher Education of the American Council on Education, not only proposed to reorganize their own freshman and sophomore programs around "cores" but laid down, on paper at least, a comprehensive plan for the pre-service training of core teachers. The Alabama teachers colleges agreed that the first two years of the proposed experimental four-year teacher training program would be given over to the general education of the teacher. The primary responsibility of the core program is that the young core teacher needs to see clearly that the one central purpose of the core is education for the democratic common life.

The article reports news briefs related to education in 1946 in the U.S. The long range curriculum study program in Minneapolis, Minnesota, was directed by Walter A. Anderson. The Department of Education in Maine has conducted a robust curriculum program development. The State Teachers College in Towson, Maryland has studied for a program that would improve teaching through a greater understanding of teachers.

The article reports on the curriculum improvement and teacher skill development in the middle school movement. The Educational Leadership Institute and ASCD's Working Group have created six new information packages to improve the offering and implementation of the middle school program. These packages include filmstrips, audio cassettes, records, library and reference cards, and position papers. These packages are designed to improve the middle ages instruction and revitalizing education for the emerging adolescents.

The article presents a list of new curriculum bulletin. Some of the bulletins are: "Inter-American Education," "Activities, Projects, Units of Work Cataloged for 1932-1939," "Living and Learning in the Elementary Grades" and others.

This article comments on a paper by Louis Fein regarding the aspects of computer science education. The author believes that Fein was correct in his views that the computer science industry lacks knowledge about its educational needs. Managers in the industry tend to be overawed by those with superior academic achievement and are frequently intimidated by computing jargon. According to the author, these managers and universities must offer short courses on computer science subjects.

The article presents information on the changes in Phoenix school curriculum in Arizona due to the World War II. The first major change was the setting up of the pre-aviation curriculum in which the requirements emphasize science, mathematics, and varying shop activities as well as the customary English and social studies. Meteorology and aeronautics were added to the science offerings, and aircraft instruments and aircraft construction, service, and repair were added to the regular high school shop program. The second important curricular change was the requirement of certain pre-induction courses for senior boy, including machines and electricity, fundamentals of gas engines, and fundamentals of radio.

The article focuses on the efforts in the U.S. to make citizenship education in the schools more meaningful and relevant. Conventional citizenship education has lost its relevance, thus curriculum content and teaching methods need to be improved. Learning opportunities outside the formal classroom walls should be tapped. Students should be exposed to actual situations where their skills in resolving conflicts can be put to test. Cognitive and affective objectives must go hand in hand in teaching the subject.

The article offers news briefs about curriculum development. Items on the censorship of books and other curricular materials are featured on American Library Association's Newsletter on Intellectual Freedom. The use of D. H. Lawrence's novel "The Rainbow" for advanced study pupils caused some controversy in Ontario, Canada. A survey by the Education Testing Service found an increase of 2% in the graduate school enrollment. The 21st annual convention of the National Association for Core Curriculum will be held on October 15-20, 1973 in Prince George's County, Maryland.

This article provides information on the annual convention of the Speech Communication Association from December 27 to 30, 1972. In addition to the division sponsored programs, the innovations in convention format introduced the 1971 convention will be continued: short courses, three-, six- and nine-hour courses of instruction designed to update the practicing professional; action caucus, a series of day-long problem-solving groups; dimension, a series of programs competitively chosen; and forum, a platform for individual contributions to the convention program. Each division will take full responsibility for planning five programs. Of these, one will ordinarily be a limited competition. Debut program and two will be open competition Contributed Papers programs. Division vice-chairmen should be contacted for advance details. Individual members, interested groups and divisions are intended to submit short course programs for review by the Short Course Selection Committee. Action caucus is designed to provide groups the opportunity to work on projects of mutual interest within or across divisional lines, bringing the entire resources of the convention to bear on the solution or a problem or the production of a product. There is no limitation on the type of problem that may be proposed for an action caucus.

The article addresses the issue of how maximum, feasible, constructive participation in curriculum decision making may be accomplished through the organization of a curriculum council. It is suggested that the council be formulated along the lines recommended by the Association for Supervision and Curriculum Development in its 1963 publication "Organizing for Improved Instruction." Here it is proposed that a Curriculum Council be tasked with initiating and serving as a clearing house for studies, experiments and innovations. In general it is advisory to the assistant superintendent for curriculum instruction. It must be completely separate from the professional negotiations committee. The Council's specific functions with respect to proposals for curriculum change are outlined in eight steps.

The article presents information on bilingual education in Texas. Bilingualism has occurred for many years all over the world wherever countries with different languages border each other. The typical Western examples are Alsace-Lorraine in France-Germany, the Sudetenland in Czechoslovakia, and the Basque areas of France and Spain. Since language is a strong cultural characteristic, one may say that wherever bilingualism exists biculturalism also exists. The Texas Education Agency, as a state function, is concerned with bilingual education rather than bilingualism per se. The bilingualism that prevails in Texas among the Spanish, Czech, German, French, Lebanese, Greek, Japanese, and speakers of other languages is due to the strong cultural ties of language, rather than any effort exerted in the past by schools to utilize languages other than English in the educational process and to develop bilingual students. As bilingual education becomes an integral part of the curriculum, one must define it and explain its rationale. Sometimes it is better to define first what it is not, and then what it is. Bilingual education is not merely using the first language of a child, as a bridge to English, and then eliminating the first language as proficiency in English is attained.

The article focuses on educational training programs for schools in the U.S. It is proposed that schools, while accepting a minimum number of training responsibilities, should take as their major purpose one of involving students in activities which have no preset objectives, but which meet other specified criteria. Regardless of the underlying bases on which curricula are selected for inclusion in a program, a major problem is that of justifying the activities children are asked to experience. It is the training paradigm perfected during both World Wars and utilized extensively in the armed forces and in industry to prepare persons for specific responsibilities. The ultimate training program is the research-based IPI model used experimentally in a few schools throughout the country. This observation is not meant to fault teachers as a group but merely to observe that in terms of the ways schools are organized. While carrying out a program composed of such activities, a teacher must perform many important and difficult tasks, but the functions seem less perfunctory and more challenging than those carried out under the training regimen.

The article presents an account of the author's visit to the U.S. to attend conventions on international cooperation in education. The author made her first visit to the U.S. in November 1965 when she attended the Annual Convention of the National Council of Teachers of English. After this, she went on a whistlestop tour, coast to coast, in which, in just under three weeks visited Chicago, Madison, Illinois, Oregon, San Francisco, Washington, Delaware, and New York. In the autumn of 1966 the author spent a whole month at Dartmouth College, New Hampshire, at a seminar on the teaching of English. The author's another visit to the United States was in the spring of 1967. In 1965, she had seen a number of the Curriculum Development centers of the Federal Project English and had come away with a number of impressions of the drive in the teaching of English toward a new academicism in revolt against the intellectual thinness of the "life-adjustment" period--a new academicism which emphasized the body of knowledge that can be subsumed under the subject heading of "English."

The article presents information on promoting children's creativity and involvement. School learning is an adult-run function with one general and a many privates for the most part. The child usually determined both the schedule and the content of his learning before beginning school. Children have a tendency to respond only to a direct question. A child's interaction with his teacher can play a part in his lack of involvement in the educative process. Children's involvement in schooling can be affected by the teacher behavior and it does not have much to do with the curriculum. Many teachers are of the opinion that certain aspects of the curriculum are more intellectual and more important than others. Involvement in learning is often affected by individual and group punishments. The means by which a child learns, need to be more flexible.

This article focuses on recent education curriculum development in the U.S. With so many curriculum development projects spawning throughout the U.S., the local curriculum director and the school administrator certainly find it increasingly difficult to keep up-to-date and to decide which developments offer possibilities for their school system. The leadership of the Association for Supervision and Curriculum Development (ASCD) is well aware of the significance of the task of curriculum decision making in this era of rapid educational change, and of the problem of helping curriculum workers keep abreast of new developments. In the fall of 1961 the Executive Committee of ASCD appointed a new commission. The object of this commission was to establish closer relationship to curriculum projects now under way sponsored by various groups and foundations, to establish liaison with these projects, and to define some standards for evaluating the projects in ways that would be helpful to members of ASCD who must make decisions for use of all or parts of the projects in local school systems. In considering membership for this commission the Executive Committee of ASCD decided that it should be made up of generalists, public school curriculum people who deal with curriculum day by day, and specialists in subject fields.

This article reports that many people who have regarded the Michigan College Agreement as a significant approach to providing, within a state, a climate suitable for curriculum experimentation, but who have not recently heard reports of its use, will be interested in the work of the Steering Committee of the Southeastern Michigan Association of College Agreement Schools. This group is now sponsoring a series of activities to throw light on the current issues and problems involved in the agreement. Among other things, it plans visitations among school principals and key personnel to exchange ideas about curriculum improvement. It is informed that the Michigan Agreement makes it possible for member secondary schools to recommend pupils for entrance into colleges and universities of the state without regard to course requirements if the school agrees to carry out four purposes aimed at curriculum improvement: first, basic curriculum study; second, personnel records of pupils; third, continuous follow-up of former students; and fourth, improved guidance services.

The article provides information on a plan that would be a step toward effecting a general education program within the field of teacher education. The liberal arts colleges are generally unconcerned about efforts to work out a scheme of general education at the high school level. On the other hand, paradoxically, schools of education, though they alone push programs of general education at both the elementary and the high school levels, have been derelict in effecting a similar much-needed integration in the field of teacher-training. Three ideas controlled the development of the program mentioned here. First, such a course should be organized in terms of what teachers already know about how people learn, and thus should aim unashamedly to reach the inner life of the prospective teacher, not strictly to objectify its subject matter. Second, it should be based on the essential issues of formal education in a culture. Third, since method is as important as content, the course should proceed under all sorts of methods of instruction so that students may have the opportunity of appraising these methods while being inside them.

The article focuses on the role that curriculum consultants can play in developing an effective curriculum. The paper defines a consultant as a resource person who comes from outside a school and who has a continuing relationship with a faculty group. The role of the consultant is to act as a resource person in helping a teacher and administrative group to deepen understandings and become proficient in the use of new techniques necessary to develop the most desirable kind of school program with children. To do this it is important that he bring to the job, first, competency in his area of specialization with a workable knowledge of what constitutes a desirable educational program for children and youth, and second, a special competency in the area of consultation for curriculum improvement. The assistance which a consultant is able to give a group is directly related to the group's willingness for and interest in receiving assistance. The consultant should therefore be brought into a situation only upon invitation by the staff. It is not necessary that a total district or school staff participate in work on curriculum programs with a consultant.

A knowledge of all the resources at our disposal, planning to insure their readiness for use, and adaptation to needs of learners are three of the guides to use of materials in this article by Thelma Thorne, assistant professor of Home Economics Education at Washington State College, Pullman. Miss Thorne gives practical suggestions for the guidance of supervisors, in their capacity as resource persons, and classroom teachers as they work directly with children. [ABSTRACT FROM AUTHOR]

This article reports that classroom education is by and large a process which begins with the selection of subject-matter-to-be-learned and ends with its eventual regurgitation. A brief reflection on the part of the reader will convince him that in his own experience, some of the most vivid, significant, and lasting learning takes place without benefit of classroom. There have been refreshing indications in recent years that some teachers and school administrators are awakened to the educational possibilities available in the physical features, the cultural resources, the social institutions, and the economic agencies of the communities in which they live. Even more significant are those instances where school groups have participated actively in the study of community problems and contributed toward their solution. In particular, young people have played a large part in contributing to the war effort. The general introduction acid effective utilization of extra-school experience is an educational chapter yet to be written.

The article discusses changes the University of Pennsylvania's Wharton School of Finance & Commerce intends to implement to its curriculum as of April 1961. It states that these changes will take place in the next school year, and were done according to recommendations made by the Ford Foundation and the Carnegie Corp., which studied their curricula. The emphasis is on less business courses, and more on math, sciences and the humanities, since it was found that too high an emphasis on business and finance made students out of touch with business trends.

Presents several letters to the editor. Suggestions of educators for a plan to include college-trained men and women during war; Need for teaching literature of England and the U.S. in universities and colleges; Analysis of the article "A Constitution for Ireland."

Several letters to the editor are presented in response to articles from previous issues including "Computer Science: A Vicious Circle," "Curriculum Recommendations for Graduate Professional Programs in Information Systems," and one regarding the Association for Computing Machinery 1972 Conference.

The article presents the pamphlet "What Popular Magazines Say About Education," by William Van Til in the U.S. The pamphlet is designed to help educational writers to be known to the public. This booklet contains summary of the opinion of several writers in 334 magazines and editorials. Most of these writers focused their works on the development of liberal education curriculum. Proposals like using films, radio and field trips to enrich communication skills were proposed. In addition, the writers applied present and past literature in their work.

The article discusses the list of abilities which most people think of what teacher competency is, that can be used in school improvement programs and management. One of the issues that have been focused on is the educational accountability wherein people based the abilities they assumed to be the definition of competency. These improvement programs include the use of programmed materials, thoroughly detailed lesson plans, and scripted questionnaires. From these improvement programs, they now add the performance-based, educational accountability, and teacher competencies in the mix which in turn they call as their newly improved teaching programs.

The article presents a survey of historical research on women and education. The history of women's education has been the subject of several articles in journals such as "Contemporary Education," "Women's Studies," and "Feminist Studies." The study discusses the problem experienced by historians in locating source materials. A historical assessment of women's roles in the universities has been provided by the continuing education movement of the 1960s and the Women's Liberation movement. The article cites several articles on women and education.

Focuses on the progress of French school reform. Change in the school-leaving examination at the end of formal secondary education; Information that education's first function is to make a civilized Frenchman out of a child in France; Role of the substance of education in being the school curriculum.

Presents news related to education in the U.S. Information on a socio-economic study made by the Georgia State Department of Education; Engagement of Samuel Everett, director of the Junior Red Cross in southeastern Pennsylvania, in curriculum development studies; Program of individualized instruction in reading.

The article focuses on curriculum for undergraduate programs in information processing systems. The basic recommendations for a master's level program in information systems development were formulated in terms of a single program comprehending both information analysis and system design. These recommendations were proposed by Association for Computing Machinery Inc.'s Curriculum Committee on Computer Education for Management. In its report, the Committee summarized information on education, employment, and future needs of personnel in information systems. Basically, two levels of education concerning the computer are required. A minimal level is required for persons who are users of the results of computer processing. This level could be provided through one to four courses, depending upon the using activity. For example, an introduction to information systems might be sufficient for a manager who is communicating with the computer via a terminal. More depth of understanding is required of the user representative on the team which designs the reservations system. At the other end of the educational spectrum is the person who is preparing for a career as an information systems specialist.

The article details the inclusion of English literature in the course for lawyers at the University of Southern California, upon the insistence of Dean Orrin Evans. Professor William Davenport of the English department compiled a bibliography of more than 200 works by or about lawyers, including "The Devil and Daniel Webster," by Stephen Vincent Benét, "Paul's Case," by Willa Gather and "Yankee From Mount Olympus." The article also mentions that students have to write book reports and deliver oral reports.

The article presents information on contributors to the present issue of the Application. The names of the contributors are Stephen P. Duggan who is professor of education and director of extension courses in the college of the City of New York. Joseph Reinach is a well-known French publicist and a member of the Advisory Council of the International Relations section of the journal. Herbert W. Horwill is the London correspondent of the journal.

The article presents information on the availability of copies of the Association for Computing Machinery (ACM) Preliminary Recommendations for "An Undergraduate Curriculum in Computer Science," that was earlier published in the September 1965 issue of the journal. The copies are available from ACM Headquarters Office in New York. It provides information on the charges of the copies like a single copy is available for free, 2-10 copies are available for 50 cents, 11- 110 copies are for 25 cents and 10 cents for more copies.

The article presents the creation of the Computer Science Department in the Pennsylvania State University. The department covers instructional systems for numerical analysis, programming languages, non-numeric programming, automata theory, and extended topology with an authorization to grant academic degree in Computer Science under the administration of Preston C. Hammer. The faculty members include J. Selfridge, D.T. Laird, M. McCammon, B. Barnes, F.R. Deutsch, and P. Wegner. Application for teaching and research assistantships are accepted in the department. Contact details of Hammer are provided for inquiries.

The article discusses problems associated with changes being made by U.S. colleges and universities to their traditional operating processes in order to keep tuition and other costs from increasing. It is noted that colleges do not have a measure of efficiency comparable to that which is used in business and that even if such a measure exited, most educators could be counted on to downgrade it. The author says that distributing classes evenly by days and hours is recommended in order to promote efficient operations, as well as converting buildings to year-round operations to make better use of existing space. The theory that significant cost-savings could come from a simplified curriculum is also explored.

Offers a look at the state of the quality of primary education in England in 1967 which is said to have a profound and sweeping revolution involving development of ways of thinking about how young children learn and changes in classroom organization, the curriculum and the role of the teacher. Difference between infant and junior schools, the division of primary schools in England; Overview of how classes work at Westfield Infant School located in a working-class housing estate in Leicestershire; Items and other displays spotted in the hallways of Westfield Infant School.

Examines the actions being taken by the New York City Board of Education to improve the quality of education received by slum children. Overview of the standard of education in Harlem as compared with the city-wide average in reading achievement; Reorganization of the education system to include intermediate schools of grades five through eight; Opposition of parents in East Harlem regarding the site, design, zoning and proposed curriculum.

Highlights problems in the higher education in the U.S. as of October 1965. Possible solution to the teacher shortage in the country; Debate on the appropriate source of funding for higher education; Inadequacy of the curriculum in higher education.

Discusses the offering of orientation courses in several colleges in the United States, which seek to survey and link the fundamental facts of life in its evolution and in its present human organization. Orientation course on Social and Economic Institutions in Amherst College; Influence of Columbia University and Dartmouth College; Findings of the Committee G of the American Association of University Professors' survey of orientation courses.

Presents information on the book titled "Folkways," by William Graham Sumner. Influence of the book on American thought; Opinion of Sumner on the practice of free speech; Recognition of free speech as an inalienable right of the American citizen; Adaption of the Darwinian scientific method to the study of human society; Conflict with Noah Porter, President of Yale, for including the works of Herbert Spencer, English philosopher, in the educational curricula; Offer for the chair of Political Economy and Social Science at Yale; Comments on the connection between monopoly and poverty.